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IJER Vol 7-N2

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The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research.
IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world.
Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

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SCOTT C. BAUER

Assistant Professor Educational Leadership, Counseling, and Foundations, University of New Orleans, 348 Education Building, New Orleans, LA 70148-2515

The literature on site-based management is widely criticized on several grounds. First, even as researchers assert that site-based management is poorly defined and that there is no single, best approach to implementing the process (Ogawa and White, 1994; Sharpe, 1996), a single model tends to be stressed. This model defines site-based management as devolving authority over issues relating to budget, staffing, and certain aspects of curriculum to the school site, normally to a council made up of the building principal, teachers, other school staff, and parents (Ogawa and White, 1994). Second, there are few systematic studies of the implementation of collaborative decision-making processes. Most of the literature consists of advocacy pieces associated with a district’s implementation of the process, plan descriptions, and anecdotal accounts of “what works” (Malen, Ogawa, and Kranz, 1990b); few studies use formal theory to guide the process of inquiry (Smylie, Lazarus, and Brownlee-Conyers, 1996). The ambiguous nature of the subject, and the fact that sites define “site-based management” differently, make it hard to compare studies. The commission reports advocating adoption of decentralized decision making offer few suggestions as to the steps needed to implement it (Conley and Bacharach, 1987) and the literature on site-based management seldom addresses planning and implementation (Miles and Louis, 1990; Cotton, 1993), focusing instead on reviewing extant programs in terms of their progress in meeting stated goals (Malen, 1993).

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Peter McLaren and Maria Medina Santos*

Professor of Education

University of California, Los Angeles

College of Education

Los Angeles, CA 90024-1521

Ms. Santos is responsible for systemwide policy and procedures on employment practices, including recruitment and selection of employees, systemwide management development training, and employee complaint processing for the California State University, the largest system of senior higher education in the country. She advises executive management and campus administrators on complying with federal and state laws, and regulations and sys-temwide requirements on employment issues, including the reporting of improper governmental activities, nondiscrimination, and civil rights laws. She provides technical assistance to campus Human Resources professionals, implements systemwide programs, and monitors program effectiveness.

Before relocating to California, she was an Associate Professor in the State University of New York system, a Mediator for the New York State Court System, and a Hearing Officer for the Department of Education.

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