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Leading to high performance: A case study of the role of the balanced scorecard in improving urban secondary schools.

機(jī)譯：導(dǎo)致高績效：以平衡計分卡在改善城市中學(xué)方面的作用為例。

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The onset of the standards-based movement in education in the early 1980's, bolstered by the passing of the No Child Left Behind Act (NCLBA) of 2002, led many school districts to shift from a culture of regulatory, process-oriented compliance to one that is more results-oriented, primarily based on state-adopted summative assessment targets in core subject areas. In order to achieve desired results, more and more districts have adopted performance management systems that originated in the private sector, such as the Balanced Scorecard (BSC), as a framework for managing the organizational, curricular, instructional, and fiscal reforms that they believe have enhanced their schools' and departments' performance (Archer, 2007a; Kaplan, 2006).1;This research is intended to shed further light on the usefulness and limitations of performance management systems such as the BSC in serving as school improvement frameworks, contribute to the limited body of research on school districts' use of such approaches; and reveal implications for educator standards, preparation programs, selection criteria, and evaluations; the nature of optimal school district structures, systems and practices; and governmental accountability and support strategies. I reference the literature available on standards-based reform, performance management, the BSC process, and the correlates of effective school leadership to provide context for analyzing the qualitative (i.e. participant transcripts, field notes and documentation) and quantitative (student achievement) data I have collected.;1 The Balanced Scorecard was jointly developed in 1990 by Harvard University Business School professor Robert S. Kaplan and corporate consultant David Norton, in collaboration with 12 representatives of major corporations. Originally intended for the private sector, it is a system for aligning an organization's vision, mission, goals, objectives, strategic plan, and accountability processes to promote high performance.;This study was conducted in a medium-sized urban Southeastern district that has demonstrated accelerated student achievement on state assessments since adopting the BSC centrally in 2002 and at the school level in 2005. It compares findings in academically thriving and less consistently successful secondary schools with respect to (1) the BSC-influenced practice of principals, teachers, students, and central office personnel, (2) the extent of alignment between the principals' expressed beliefs about the impact of the use of the BSC on their leadership skills and the evidence gleaned from interviewing teacher and administrator/specialist focus groups, observing classroom instruction and reviewing relevant documentation; and (3) the role of the principal's ability to promote a positive rapport with teachers and/or students in demonstrating effective leadership.
機(jī)譯：1980年代初期，基于標(biāo)準(zhǔn)的教育運(yùn)動的開始，由于2002年的《禁止落后的孩子法案》（NCLBA）的通過，導(dǎo)致許多學(xué)區(qū)從監(jiān)管，面向過程的合規(guī)文化轉(zhuǎn)變?yōu)檫@更注重結(jié)果，主要基于國家在核心主題領(lǐng)域采用的匯總評估目標(biāo)。為了獲得預(yù)期的結(jié)果，越來越多的地區(qū)采用了源自私營部門的績效管理系統(tǒng)，例如平衡計分卡（BSC），作為管理他們認(rèn)為的組織，課程，教學(xué)和財政改革的框架提高了學(xué)校和部門的績效（Archer，2007a; Kaplan，2006）.1;本研究旨在進(jìn)一步闡明績效管理系統(tǒng)（例如BSC）在用作學(xué)校改進(jìn)框架方面的有用性和局限性，關(guān)于學(xué)區(qū)使用這種方法的研究有限；并揭示對教育者標(biāo)準(zhǔn)，準(zhǔn)備程序，選擇標(biāo)準(zhǔn)和評估的影響；最佳學(xué)區(qū)結(jié)構(gòu)，系統(tǒng)和實(shí)踐的性質(zhì)；以及政府問責(zé)制和支持策略。我參考了有關(guān)基于標(biāo)準(zhǔn)的改革，績效管理，BSC流程以及有效的學(xué)校領(lǐng)導(dǎo)的相關(guān)知識的文獻(xiàn)，以提供用于分析定性（即參與者成績單，實(shí)地記錄和文檔）和定量（學(xué)生成績）數(shù)據(jù)的背景1平衡計分卡由哈佛大學(xué)商學(xué)院教授羅伯特·卡普蘭（Robert S. Kaplan）和公司顧問戴維·諾頓（David Norton）與12家大型公司的代表共同開發(fā)。該系統(tǒng)最初用于私營部門，它是一個用于協(xié)調(diào)組織的愿景，使命，目標(biāo)，目標(biāo)，戰(zhàn)略計劃和問責(zé)制流程以提高績效的系統(tǒng)。該研究在東南城市中型城區(qū)進(jìn)行，已證明自2002年集中采用BSC以來和2005年在學(xué)校中采用BSC以來，通過州評估加快了學(xué)生的學(xué)習(xí)成績。它比較了（1）受BSC影響的校長，教師，學(xué)生的實(shí)踐，在學(xué)術(shù)上蓬勃發(fā)展和成功率較低的中學(xué)中的發(fā)現(xiàn)，以及中央辦公室人員，（2）校長表達(dá)的關(guān)于使用BSC對他們的領(lǐng)導(dǎo)技能的影響的信念與從采訪老師和行政人員/專家焦點(diǎn)小組，觀察課堂教學(xué)和審查相關(guān)文件； （3）校長與教師和/或?qū)W生建立積極融洽關(guān)系的能力在展示有效領(lǐng)導(dǎo)能力方面的作用。

著錄項(xiàng)

  • 作者

    Brown, Pamela C.;

  • 作者單位

    Harvard University.;

  • 授予單位 Harvard University.;
  • 學(xué)科 Education Administration.;Education Business.;Education Secondary.
  • 學(xué)位 Ed.D.
  • 年度 2010
  • 頁碼 246 p.
  • 總頁數(shù) 246
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類
  • 關(guān)鍵詞

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