Suchergebnisse

This practicum focuses on a critique of the types of community organizing processes within Winnipeg's inner city neighbourhoods. This study examines the extent to which organizers involve community members. Current planning theories--including equity planning, collaborative planning, and radical planning--as well as different models and types of organizing techniques were examined and then used as a knowledge base from which the empirical research findings were analyzed. The empirical data was gathered through a series of twelve interviews with local inner city organizers using an interview guide approach. The overall organizing trend within Winnipeg's inner city appears to be one that is inclusive and democratic. When applied to the organizing literature, the empirical findings indicate that local community organizing can be compared to the technique of community building. This research has determined that people need control of the process and planners and organizers need to become resources for the community as opposed to leading the process. It is recommended that learning from radical planning theory and its application to community organizing practice can assist planners and organizers to realize the role they must play in order for their work to be empowering for community members.

Local control has been a bedrock principle of public schooling in America since its inception. In 2013, the California Legislature codified a new local accountability approach for school finance. An important component of the new California Local Control Funding Formula (LCFF) approach is a focus on English learners (ELs). The law mandates that every school district produce a Local Control Accountability Plan (LCAP) to engage the local community in defining outcomes and determining funding for ELs. Based on an exploratory analysis of a representative sample of LCAPs, we show that, although California's new approach offered an opportunity to support locally-defined priorities and alternatives to top-down accountability, few if any districts had yet taken full advantage of the opportunity. That is, the school districts in our sample had not yet engaged with the local community to facilitate significant changes to accountability or redistribution of funding and resources to support educational equity for ELs. ; El control local ha sido un principio fundamental de la educación pública en América desde su creación. En 2013, la Legislatura de California codificó un nuevo enfoque de responsabilidad local para las finanzas escolares. Un componente importante del nuevo enfoque de California Local Control Funding Formula (LCFF) es un enfoque en los estudiantes de inglés (ELs). La ley exige que cada distrito escolar produzca un Plan de Responsabilidad de Control Local (LCAP) para involucrar a la comunidad local en la definición de resultados y la determinación de fondos para ELs. Basado en un análisis exploratorio de una muestra representativa de LCAPs, mostramos que, aunque el nuevo enfoque de California ofreció una oportunidad para apoyar las prioridades definidas localmente y las alternativas a la responsabilidad de arriba a abajo, pocos o ninguno de los distritos habían aprovechado la oportunidad. Es decir, los distritos escolares de nuestra muestra aún no se habían comprometido con la comunidad local para facilitar cambios significativos en la rendición de cuentas o la redistribución de fondos y recursos para apoyar la equidad educativa para los EL. ; O controle local tem sido um princípio fundamental da educação pública na América desde a sua criação. Em 2013, a Califórnia Legislativo codificada uma nova abordagem à responsabilidade local para as finanças da escola. Um componente importante da nova abordagem local fórmula de financiamento Controle Califórnia (LCFF) é um foco em estudantes de inglês (ELS). A lei exige que cada distrito escolar para produzir um Accountability Plano de Controle Local (LCAP) para envolver a comunidade local na definição de resultados e determinação de fundos para ELs. Com base em uma análise exploratória de uma amostra representativa de LCAPs, mostramos que, embora a nova abordagem da Califórnia ofereceu uma oportunidade para apoiar as prioridades definidas localmente e alternativas a responsabilidade de cima para baixo, poucos ou nenhum dos distritos tinha tomado a oportunidade. Ou seja, os distritos escolares em nossa amostra ainda não tinha sido comprometida com a comunidade local para fazer mudanças significativas na prestação de contas ou redistribuição de fundos e recursos para apoiar a equidade educacional para ELs.

Recent scholarship suggests that research use is an interactive, social phenomenon, and that brokers play important roles in facilitating the exchange of research evidence. We add to this body of literature by exploring the role of brokers in the exchange of research evidence among state education agency leaders involved in K–12 science education policy implementation in the United States. We focus our study on the lead professional association for state science policymakers, the Council of State Science Supervisors (CSSS), because professional associations are the most prominent source of research for state and local education leaders, and are important for supporting the use of research evidence and policy implementation. Our findings, based on analysis of social network survey data, highlight the complex brokering roles CSSS members, and especially leaders in the association, played. These brokers not only enabled association members' access to diverse sources of research, but also facilitated between-state research exchanges. Our findings have implications for research and theory on brokering, and they point to the importance of professional associations for facilitating access to research to support education policy implementation.