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Evidence, Interpretation, and Persuasion: Instructional Decision Making at the District Central Office
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Coburn, Cynthia E.; Toure, Judith; Yamashita, Mika – Teachers College Record, 2009
Background/Context: Calls for evidence-based decision making have become increasingly prominent on the educational landscape. School district central offices increasingly experience these demands. Yet there are few empirical studies of evidence use at the district level. Furthermore, research on evidence use among policy makers in noneducation…
Descriptors: School Districts, Evidence, Decision Making, Educational Policy
Bringing the District Back in: The Role of the Central Office in Improving Instruction and Student Achievement.
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Mac Iver, Martha Abele; Farley, Elizabeth – 2003
This literature review examines the functional tasks of the school district central office and the internal dynamics of relations between the central office and district schools (with their principals, teachers, and students). It builds on previous reviews of the role of school boards and superintendents. The review begins by analyzing studies of…
Descriptors: Academic Achievement, Boards of Education, Central Office Administrators, Educational Improvement
Street-Level Bureaucracy Revisited: Frontline District Central-Office Administrators as Boundary Spanners in Education Policy Implementation
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Honig, Meredith I. – Educational Evaluation and Policy Analysis, 2006
The designation of district central-office administrators to operate as boundary spanners among the central office, schools, and community agencies can help with the implementation of challenging policy demands. However, educational research teaches little about central-office boundary spanners in practice. This article addresses that gap with…
Descriptors: Public Agencies, Educational Research, Central Office Administrators, Administrator Role
The New Central Office: How Charter Districts Serve Schools and the Public Interest. The Nuts & Bolts of Charter Districts.
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Smith, Nelson – 2003
This paper explores what happens to the old central office when the familiar top-down structure of school governance is replaced by a charter-district system in which independent public schools operate on charters or contracts. For the most part, the paper examines districts that authorize and oversee a significant number of charter schools,…
Descriptors: Accountability, Administration, Boards of Education, Central Office Administrators
School Supervision in Four African Countries. Volume I: Challenges and Reforms. Trends in School Supervision.
De Grauwe, Anton – 2001
Through narration and with the aid of 27 tables and 11 figures, this book reports on the school supervision system in four African countries. (The research is part of a larger series of studies sponsored by UNESCO and the International Institute for Educational Planning.) The countries studied were Botswana, Namibia, Tanzania, and Zimbabwe. The…
Descriptors: Central Office Administrators, Disadvantaged Schools, Educational Environment, Educational Improvement
Staffing Patterns in Public School Systems: Current Status and Trends, Update 2003. A Reference Tool for School Administrators. Research Snapshot.
Williams, Alicia R.; Protheroe, Nancy; Parks, Michael C. – 2003
This research brief examines staffing patterns within U.S. public school systems. Specifically, it answers the following sets of questions: (1) Why is information about staffing ratios important? (2) How many people currently work in public schools? What proportion of these are teachers, administrators, and support staff? (3) What are the current…
Descriptors: Assistant Principals, Central Office Administrators, Educational Research, Elementary Secondary Education