Notice bibliographique
Résumé
Making Schools Work: A Revolutionary Plan to Get Your Children the Education They Need by William G. Ouchi (with Lydia G. Segal). New York: Simon & Schuster, 2003. 284 pp. ISBN 0-7432-4630-6 William Ouchi’s thesis is simple: “If the district is run properly, all of the schools in it will be successful. If not, all schools will suffer, and only those principals who are willing to buck the central office will succeed” (p. 11). In his latest book, Making Schools Work, the UCLA management professor argues that the effects of decentralized decision-making and a culture of entrepreneurship will be powerful enough to stimulate district-wide gains in student achievement. In keeping with the business management genre to which this book belongs, Ouchi contends that seven key elements can propel any mediocre school district to success. They are: every principal is an entrepreneur; every school controls its own budget; everyone is accountable for student performance and budgets; everyone delegates authority down the line; there is an intense focus on student achievement; every school is a community of learners; and families can choose from a variety of schools. Ouchi and his researchers derived these seven elements from a comparison of a range of school districts, their principals, and their decision-making systems. His sample includes three large, centralized school districts (Los Angeles, New York, and Chicago); three decentralized districts (Houston, Seattle, and Edmonton, Canada); three large Catholic school districts; and six independent schools. He and his team interviewed principals, observed classrooms, and visited district headquarters. They studied their management systems, budgets, and student performance. The author’s general premise is a worthy one. Attention should be paid to the powerful role of the district. Attempting to reform individual schools without considering the district context may ultimately be in vain. Yet when embarking on new reforms, such efforts must be tempered by the lessons to be learned from decentralized school systems at the turn of the century, which, left unchecked, grew rife with corruption, nepotism, and objectionable hiring practices (Tyack, 1974). While it is not perfect, we need to appreciate the underlying rationale behind today’s centralized school districts when evaluating school management proposals like Ouchi’s. Educational researchers and practitioners often jump at the chance to criticize businesspeople for contending that if districts looked more like commercial enterprises, they would see improvement. Clearly, both educational and business institutions have important lessons to offer one another. More troubling to me, however, are the assumptions implicit in Ouchi’s argument. As with most reforms that promise sweeping change in our schools, the devil lies in
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,006 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».