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作者 Scott, Brian Douglas
書名 Learning to grow and growing to learn: Connecting policies for school facilities and urban growth
說明 398 p
附註 Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0312
Adviser: Sy Adler
Thesis (Ph.D.)--Portland State University, 2003
Urban school districts across the country are grappling with aging facilities, declining enrollments, and changing demographics. America's central cities are home to a dwindling proportion of urban regional population. The quality of public education is increasingly recognized as pivotal to an urban region's success. The political relationships among urban school districts, other local governments, and community institutions are the focus of considerable research on school reform
Portland enjoys a reputation for quality public education, progressive urban development policy, and strong inter-governmental cooperation. Both the school district and the city government want to capture a larger than projected share of regional growth. There is little precedent for connecting school facilities and enrollment policy with city and regional growth management policy, but if such coordination could work anywhere, Portland should be a likely place
Recent endeavors by the school district may make such collaboration possible
This dissertation is a descriptive case study of the politics surrounding Portland Public Schools' facilities policy reform from 2000 through 2003. Portland is a revelatory case because of its history of urban growth management, neighborhood organizing, and its culture of civic innovation and intergovernmental cooperation. The research analyzes the recent and future implementation of several innovations currently being pursued by the school district as a foundation for connecting school and regional development planning. Applying theoretical models to local experience, the study predicts likely outcomes and suggests necessary actions to make ongoing cooperation successful
The methodology takes advantage of the extraordinary access to the process gained by the author's role as lead consultant on the Portland Public Schools' Long Range Facilities Plan and as Executive Director of the Portland Schools Real Estate Trust. Much of the evidence is in the form of documentation, direct observation, participant observation, and interviews. This evidence was analyzed in the context theoretical literature on the politics of urban education reform and growth management. Additional interviews were conducted to refine observations and test conclusions
School code: 0180
DDC
Host Item Dissertation Abstracts International 65-01A
主題 Urban and Regional Planning
Political Science, General
Architecture
0999
0615
0729
Alt Author Portland State University
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