【作者】 孙孝花；

【导师】 杨天平；

【作者基本信息】 浙江师范大学 ， 教育经济与管理， 2005， 硕士

【摘要】 注重学校与家长、社区的联系,探索有效的学校、家庭、社区合作的教育管理机制,既是西方国家的优良传统,近年来又呈现出许多新的特征。通过对二战后美国学生家长参与学校管理历程的梳理发现,20世纪80年代是一个分水岭。此前,家长是“局外人”,他们只能参与和学生的学习相关的活动,参与内容和参与方式都由学校决定;80年代后,逐步过渡到参与学校管理层面,家长开始在学校决策中拥有发言权,他们与学校内成员一起担负起管理学校的责任,逐步转变成“局内人”。芝加哥学区是家长角色转变的典型代表,该学区家长委员会的12名成员中就有6名家长代表,家长在学区委员会或者学校委员会中拥有绝对的决策权,他们拥有聘任或者解雇校长、确定预算重点和制定课程重心的权力。 美国政府颁布的有关家长参与方面的法律法规以及学校自身所做的努力,是促成家长角色转变的直接因素,家长以“局内人”的角色身份参与学校教育和管理,增进了家校之间的合作,推动了学校管理的民主化和开放化,提高了学校的办学活力,改善了学校的组织文化结构。然而,进一步的研究发现,家长参与学校的教育和管理,所谓从“局外人”到“局内人”角色的转变,也存在不少问题,比如,保障机制不完善,角色转变不彻底等。家长参与角色的转变,昭示着美国基础教育管理新的特征和态势。转变管理思想观念,加强政策制度保障,投入必要资金财力,各方面通力协调合作,这是美国家长参更多还原

【Abstract】 It is a good tradition in the west to strengthen the connection among school, family and community, explore effective education administration mechanism for the cooperation of them. In recent years, this begins to show new characters. The overview of the development of American parents’ participation in school administration after WWII displays that the 1980s is an watershed. Before the 1980s, parents were "outsiders", they had no power to take part in school management, but only to participate in activities correlative with student’s learning, the form and content of which were decided by school staff; After the 1980s, parents gradually begin to penetrate into school administration, speaking in school decisions and sharing administrative responsibilities with school managing staff, and ultimately become "insiders". Chicago school district is a typical representative of parents’ role change. There are six parents in twelve members of school district committee, and parents have the power to hire or fire principals and set down the focus of budget and curriculum. Therefore, they have completely changed into the "insiders" of school administration.The laws and statutes concerning parents’ participation promulgated by American government and the efforts made by school are direct factors facilitating the change. As "insiders", parents cooperate with更多还原