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Secondary school teacher and principal perceptions of Mayoral control in New York City 2002-2009
Descriptive
TitleInfo
Title
Secondary school teacher and principal perceptions of Mayoral control in New York City 2002-2009
Name
(type = personal)
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Davidson
NamePart
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Tara Beth
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Tara Davidson
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author
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SADOVNIK
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ALAN R
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ALAN R SADOVNIK
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Advisory Committee
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chair
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(type = family)
Backstrand
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Jeffrey
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Jeffrey Backstrand
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Advisory Committee
Role
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internal member
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(type = personal)
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(type = family)
Barr
NamePart
(type = given)
Jason
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Jason Barr
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
(type = personal)
NamePart
(type = family)
Justice
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(type = given)
Benjamin
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Benjamin Justice
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
internal member
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School - Newark
Role
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(authority = RULIB)
school
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Text
Genre
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theses
OriginInfo
DateCreated
(qualifier = exact)
2012
DateOther
(qualifier = exact);
(type = degree)
2012-05
CopyrightDate
(qualifier = exact)
2012
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
This qualitative research study analyzed perceptions held by principals and teachers about the effectiveness of mayoral control in New York City from 2002 to 2009 as a form of school governance and as an educational reform strategy. In particular, it examined how the teachers and principals perceived student achievement under mayoral control. Teachers and administrators work at the organizational level closest to students and how they “make sense” of reform efforts and perceive “conflict” in the school system is an important component of educational reform. Data from 70 interviews at 3 high schools revealed that most teachers and principals perceived greater stability in district-level leadership, an increase in accountability at all levels due to a “business mentality,” and an increase in student achievement under mayoral control, which concurs with the literature. School structure influenced participants’ perceptions; teachers who worked at magnet schools reported little to no effect from organizational changes and reform initiatives, compared to effects reported by teachers at small and large high schools that were direct targets of the Mayor’s and Chancellor’s reform initiatives. Perceptions differed with regard to perceived experience and understanding of organizational changes and reform initiatives under mayoral control: Principals experienced changes to a greater degree than did teachers, reflecting that people are affected only by initiatives that directly impact their day-to-day operations. Despite reforms initiated under mayoral control, teachers and principals lack of money, small class sizes, parent involvement, and individual student responsibility as the major roadblocks to further improvement of student performance. Some participants saw the goal of mayoral control to dismantle the teachers union and divide teachers; others saw the teachers union as a roadblock to improvement because it protects “poor teachers.” While slightly more participants supported mayoral control and its reauthorization at the time of the interviews (2009-2010), current (2012) empirical evidence suggests that the role of the teachers union and teachers’ public opinions of mayoral control may have changed.
Subject
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Topic
Urban Systems
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
Identifier
ETD_4085
PhysicalDescription
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electronic resource
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application/pdf
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text/xml
Extent
xvi, 159 p. : ill.
Note
(type = degree)
Ph.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = vita)
Includes vita
Note
(type = statement of responsibility)
by Tara Beth Davidson
Subject
(authority = ETD-LCSH)
Topic
Educational change--New York (State)--New York
Subject
(authority = ETD-LCSH)
Topic
Mayors--New York (State)--New York
Subject
(authority = ETD-LCSH)
Topic
School management and organization--New York (State)--New York
Subject
(authority = ETD-LCSH)
Topic
School principals--New York (State)--New York--Attitudes
Subject
(authority = ETD-LCSH)
Topic
Teachers--New York (State)--New York--Attitudes
Identifier
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http://hdl.rutgers.edu/1782.1/rucore10002600001.ETD.000065022
RelatedItem
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TitleInfo
Title
Graduate School - Newark Electronic Theses and Dissertations
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rucore10002600001
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NjNbRU
Identifier
(type = doi)
doi:10.7282/T3GT5M4V
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Davidson
GivenName
Tara
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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(qualifier = exact);
(point = start)
2012-05-02 12:56:13
AssociatedEntity
Name
Tara Davidson
Role
Copyright holder
Affiliation
Rutgers University. Graduate School - Newark
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
DateTime
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(qualifier = exact);
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2012-05-31
DateTime
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2012-11-30
Type
Embargo
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after November 30th, 2012.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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2524672
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4485120
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