Betty Malen

Professional-Patron Influence on Site-Based Governance Councils: A Confounding Case Study

Case studies of site-based governance councils in Salt Lake City, Utah, provided the basis for testing whether building-based councils with broad jurisdiction, formal policymaking authority, parity protections, and training provisions actually enable teachers and parents to exert substantial influence on school policy. Despite the existence of these highly favorable arrangements, teachers and parents did not wield significant influence on significant issues in these decision arenas. Other factors, notably the composition of the councils, the relative power and role orientations of principals and professionals, norms of propriety and civility, the nature of district oversight and support, a congenial culture, and stable environment intervened to transform policymaking bodies into auxiliary units, convert teacher-parent parity to principal-professional control, and maintain rather than alter the influence relationships typically and traditionally found in schools. The implications of this research for those who advocate site-based governance as a potent reform strategy are discussed.

Towards Rigor in Reviews of Multivocal Literatures: Applying the Exploratory Case Study Method

This article aims to stimulate discussion about the issue of rigor in conducting reviews of multivocal literatures. Multivocal literatures, which abound in the field of education, are comprised of all accessible writings on a common, often contemporary topic. The exploratory case study method is proposed as a means to engender rigor in reviews of such literatures. It is argued that it is appropriate to apply the concept of rigor to reviews of multivocal literatures and to use the exploratory case study method as a tool for thinking about procedures that could enhance rigor in such reviews. The article draws upon the authors’ experiences in conducting a review of the literature on school-based management to illustrate how the proposed procedures might be employed.

Career Ladder Reform: A Multi-Level Analysis of Initial Efforts

Empirical studies of career ladder policymaking at the state, district, and site levels in Utah provide the basis for analyzing the initial impact of this reform on teacher work roles, relationships, and reward structures. The article describes the manner in which the career ladder concept has been interpreted, assimilated, and adjusted at each level of the system and assesses the extent to which these responses reflect fundamental changes in the structure of teacher work. The findings reveal that the distinctive features of a career ladder (promotional positions and differentiated salaries) are being compromised at all levels of the system. With few exceptions, the reform is being converted into familiar practice. Conditions that may have contributed to this conversion to familiar practice are identified and discussed.

Mobilizing Constituency Pressure to Influence State Education Policy Making

Minnesota case studies on the issue of tax concessions for private school parents provide the basis for an analysis of the political strategy of constituency mobilization and its policy impact. A generalized model is thenpresented, and it is discussed in relationship to the pluralist bargaining description of state education policy making.