School-Based Management: Views from Public and Private Elementary School Principals

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In this study, we analyzed the principal questionnaire contained in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database regarding the extent to which school-based management was reported as having been implemented differently by public and by private elementary school principals. Statistical analyses indicated many differences in the degree of influence reported to be present on the part of principals, parents, and other groups on important decisions made at schools. Differences in school-based management between our public and private elementary school principals were linked to the extant literature. Moreover, recommendations for further research were discussed.


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How to Cite
Apodaca-Tucker, M. T., & Slate, J. R. (2002). School-Based Management: Views from Public and Private Elementary School Principals. Education Policy Analysis Archives, 10, 23.
Author Biographies

Mary T. Apodaca-Tucker, New Mexico State University

Mary T. Apodaca-Tucker obtained her Ed.D. in Educational Administration from the University of Texas at El Paso in 2001. She is currently a professor at New Mexico State University in Las Cruces, New Mexico teaching Educational Administration courses focused on the Principalship. She has over 30 years of experience teaching and working as an administrator within the El Paso area and has also worked as an Area Superintendent for the Austin ISD. To date, She authored "Understanding Restructuring in Practice: A Study of Teachers' Perceptions of Organizational Interventions and Core Technology on Student Success," Planning and Change (1997) and "Shared Decision-Making: Beliefs and Practices of Principals at the U.S. Mexico Border," International Electronic Journal for Leadership in Learning (2001).

John R. Slate, University of Texas at El Paso

John R. Slate received his Ph.D. from the University of Tennessee in Knoxville in 1984. He is currently a Full Professor in the Department of Educational Leadership and Foundations at The University of Texas at El Paso. His current interests are in examining school reform efforts, specifically through analysis of large-scale databases such as state report cards and the National Assessment of Educational Progress.