Increased Decision Making For Teachers

Auteurs-es

  • Michael Imber Department of Educational Policy and Administration, University of Kansas

DOI :

https://doi.org/10.11575/jet.v17i1.43979

Résumé

Noting that several new programs have afforded teachers increased opportunity for participation in educational decision making, the paper examines practical and ethical arguments which support this trend . The practical arguments, which are based on the promise of increased educational productivity (e.g . student achievement) , are found to be plausible but in need of confirmation through research . The ethical arguments are an application to teachers of the doctrine of workplace democracy, the notion that workers have the right to participate in making decisions that affect their work . It is concluded that both types of arguments must be considered in the development of policy.

Publié-e

2018-05-16

Numéro

Rubrique

Articles