There are also questions about regulations accompanying scholarship - granting organizations and
school autonomy generally.
Not exact matches
Adonis also encouraged state
schools to adopt practices of the private sector and
generally believed in giving individual
schools more independence and
autonomy from central government and the local education authorities.
Already, some cities are finding political advantage in creating «hybrid» or «partnership»
schools that have the full
autonomy of a charter
school but operate on contract with districts within district - provided buildings,
generally created by state legislation.
The mayor has
generally distanced himself from education issues, and Boston's best - known
school reform consists of «pilot»
schools, which have more than usual
autonomy but are still subject to the district's education - crushing collective bargaining agreement.
• too much
school time is given over to test prep — and the pressure to lift scores leads to cheating and other unsavory practices; • subjects and accomplishments that aren't tested — art, creativity, leadership, independent thinking, etc. — are getting squeezed if not discarded; • teachers are losing their freedom to practice their craft, to make classes interesting and stimulating, and to act like professionals; • the curricular homogenizing that
generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of
school autonomy, teacher freedom, and local control by distant authorities; and • judging teachers and
schools by pupil test scores is inaccurate and unfair, given the kids» different starting points and home circumstances, the variation in class sizes and
school resources, and the many other services that
schools and teachers are now expected to provide their students.
Generally,
school autonomy seems to have a positive impact — but only when
schools are given extensive decision - making powers over the purchase of supplies, the hiring and rewarding of teachers, and the choosing of instructional methods.
Pilot
schools aren't
generally the model favored by the teachers union, notes LAUSD's Rachel Bonkovsky, who is helping to oversee implementation of the various
autonomy models.
So it seems that authorizers are
generally unwilling to close a
school that is failing to comply with federal or state law, but they are also unwilling to require the
school to make changes to its special education program, presumably because the authorizers see this as infringement on charter
autonomy.
The belief has been that smaller, specialized
schools — known
generally as charter
schools — whose principals are given a great deal of
autonomy, will give parents and children a great deal of choice and that they should replace the large, amorphous, all - purpose public
schools that, in any case, haven't been doing a good job.
The curricular homogenizing that
generally follows from standardized tests and state (or national) standards represents an undesirable usurpation of
school autonomy, teacher freedom, and local control by distant authorities.
Self - directedness might be a particularly vexing learning outcome for many law
schools, given that the first year is
generally a required curriculum (in which students get to assert limited
autonomy or self - directedness).