School Councils' Influence on School and Classroom Practice

Bibliographic Data

ID11259544
AuthorsKirsten Parker (corresponding author), Kenneth Leithwood (0000-0002-8053-7347)
Year2000
Volume75
Issue4
Pages37-65
Publication date2000-10-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenuePeabody Journal of Education (JOURNAL)
Journal identifiersISSN: 0161-956X • E-ISSN: 1532-7930
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1207/s15327930pje7504_3
OpenAlexW2020369657
LanguageEN
Citations received2
References cited24

School councils are a prominent feature of most school restructuring initiatives, despite surprisingly little evidence about their contribution to school improvement. This study examined the influence, on both school and classroom practices, of an advisory form of school councils implemented in the province of Ontario in June 1996. Data from interviews with 50 people from 5 schools, selected for the range of council's influence, were used to address questions concerning the extent of council effects and the characteristics of relatively influential councils. Results indicated that councils had weak positive to negative influences on both schools and classrooms. More influential councils were characterized by their collaborative team approach with the school staff and their involvement in initiatives related to school improvement objectives. These councils were usually found in schools with a history of relatively extensive parental involvement in many forms. More influential councils had facilitative principals who supported and endorsed the councils; provided information, knowledge, and skills to council members; worked closely with the council chair; and assisted the council to build connections with the school staff

Participative decision-making · Pedagogy · Political science · Public relations · Restructuring · School district · Educational Assessment and Improvement · Evaluation and Performance Assessment · Psychology · Teacher Education and Leadership Studies

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