Barry M. Franklin's new work uses the concept of community as a lens for interpreting urban school reform since 1960. Focusing on the curriculum and employing case studies, he applies the concept to reform initiatives in a number of city school systems. Included are compensatory education, community control, mayoral takeovers, educational…

Reviews current governance problems in education and details the range of possible governance models for post-industrial schooling. After describing problems that governance must address, the paper describes various possibilities for school governance in the future. Five types of control processes are considered. Ideological foundations of an…

Traces London, Ontario's community schools from 1968-1984. Describes a system in transition from being centrally controlled by a school board to being increasingly in the control of community volunteers. Reflects on the redevelopment of the community school ideal as responsibility for school operations is placed back in community hands. (BRR)

Discusses the history of community control of public education, examining: sub-regional communities (New York City's community school boards and Detroit's regional decentralization); school-based decentralization (preserving professional privilege in Salt Lake City and local school councils in Chicago); balancing bottom-up and top-down; whether…

A structural and philosophical reform of Peruvian education was instituted in March 1972, using as its basis a local community education nucleus model. This article presents the reform experience, relates it to its historical antecedents, gives some information on evaluation studies in progress, and traces some projections for educational…

Describes the structure of the Chinese rural school system and its operational ties to the communes, which provide the "productive labor" component of Chinese education, various resources and facilities for schools, and governance of agrotechnical education at the middle and secondary level. (SJL)

School buildings designed in Norway during the early 1970s were frequently of the open plan type. This document briefly describes problems faced in the designing of open plan buildings and planning and implementation of educational activities appropriate to the new facilities. In anticipation of future elementary school construction, the document…

Describes two Tanzanian reform programs: Education for Self-Reliance and Decentralization. The first supports programs to make education relevant to rural life, correct elitist biases, and improve students' attitudes toward rural living. The second, already instituted in primary and adult education, seeks to promote community participation in…

Describes the plan to decentralize all public schools in Chicago (Illinois). The following unique features are discussed: (1) local school councils governing each school; (2) principals' responsibilities; (3) central school board's role; (4) specific school and system goals. (FMW)

Describes the views of A. S. Neill on democracy in school administration. Explains the reasoning behind Neill's arrangement of community-based decision making. Questions how democratic England's Summerhill School was in view of Neill's authority. Suggests giving children the right to participate in community government as an educationally…

Describes the public education system in Norway. Discusses steering and decentralization, political and professional responsibility, and proposals for governing by goals. Identifies the EMIL plan, which calls for establishing goals and evaluating results from the view of the government and teachers. Lists political and professional…

In response to overseas economic competition and changing technologies, Australia's national vocational education and training system was recently restructured, with emphases on competency-based training and industry participation. This national training system has had little relevance for geographically remote Aboriginal communities. Issues of…

This book documents the debate among the Inuit of Nunavik (northern Quebec) over the purposes, strengths, and weaknesses of public schools in their 14 arctic communities. The book begins with a summary of the history of education in Nunavik, including traditional Inuit methods and purposes of education. The 14 communities comprise the Kativik…

Effective strategies for assisting Canadian Native communities to develop school boards included encouraging an unhurried adaptive learning process, providing guidance to achieve consensus, and allowing for an incubation period. Impediments to development included community members' avoidance of leadership roles, cross-cultural misunderstandings,…

A historical analysis of the ways in which representatives of the business and professional communities were able to control the development of a city school system, based on documentation from the 1920's to the late 1960's in the Cincinnati, Ohio, school system. (Author/DCS)