Rodney T. Ogawa

Abstract: This study describes an aspect of school-based management that previously has been ignored. Drawing on concepts from an institutional theory of organizations, this study describes the actors who shaped and promoted school-based management in the national arena, their interests, and the network that linked them. Three categories of actors are identified: policy actors, teachers union actors, and academic actors. The most prominent actors were often organizations rather than individuals. The actors shared two overarching goals: to improve the effectiveness of public schools and enhance the professional status of teachers. The actors were linked by an informal network; that is, they were loosely organized. These and other findings suggest that school-based management was at least partially the product of the institutional environment in which schools and school districts operate.

The purpose of this paper is to report the findings of a study of school-based management. School-based management is one of several types of educational reform that are currently being employed to restructure public education in the United States. Unlike most research on educational reform, the present study does not examine the reform itself, or the schools and school districts in which the reform has been adopted and operates. Instead, it explores the broader societal environment in which schools and districts operate to locate the source of school-based management and to determine if and how the environment itself is organized.

Keywords: school-based management; educational reform; policy actors; teachers union actors; academic actors

总结：

1、本研究在分析制度理论的基础上，研究校本管理这一教育改革的发展与改进过程。文章围绕四个问题展开：一是是否有证据表明，校本管理是在全国平台上形成和推动的吗？如果是这样，有谁参与（包括个体和集体行动者）？二是通过校本管理，行动者要追求什么利益？三是在何种程度或通过何种方式，行动者通过网络连接塑造和推进了校本管理？四是校本管理塑造和提升的过程中有哪些特点？

2、研究分为两个阶段：一是档案分析；二是探索性个案分析。

3、有三类行为者识别：政策制定者、教师工会演员和学术演员。演员们有两个共同的首要目标：提高公立学校的效率和提高教师的专业地位。

4、校本管理至少一部分是学校和学区制度环境的产物。政策与教师工会行动者们发动了一场明确和协调一致的运动来塑造和推动校本管理，作为实现教育教学改革的手段。学术行动者们通过传播信息来提供协助。行动者们通过追溯校本管理历史，推行有效的学校运动，关注校企合作关系等措施来推进教育教学改革。

（来源：American Educational Research Journal, Fall,Vol.31,No.3,pp.519-548）