Negotiating Site-Based Management and Expanded Teacher Decision Making: A Case Study of Six Urban Schools

Anysia Peni Mayer, Morgaen L. Donaldson, Kimberly LeChasseur, Anjalé D. Welton, Casey D. Cobb

Research output: Contribution to journalArticle


Purpose: This article presents findings from a study of six schools in the Together Initiative (TI), which facilitates increased school autonomy from districts and expands teacher decision-making authority. This study aims to understand how TI's theory of action changed structures, cultures, and agency as the concepts of site-based management and expanded teacher decision making were interpreted and implemented by district and school leaders and teachers. Research Design: Data were collected over the first 2 years of the initiative using a concurrent mixed-methods design. Field notes from more than 200 hours of observations and transcripts of 231 semistructured interviews with stakeholders were coded using the constant-comparative method. Findings from qualitative data were triangulated with annual teacher survey findings. Findings: Implementation of TI varied across the six schools and depended greatly on school staffs' existing relationships the district, principal support.

Original languageEnglish (US)
Pages (from-to)695-731
Number of pages37
JournalEducational Administration Quarterly
Issue number5
StatePublished - Dec 1 2013


  • districts
  • school reform
  • site-based management
  • teacher decision making
  • urban education

ASJC Scopus subject areas

  • Education
  • Public Administration

Fingerprint Dive into the research topics of 'Negotiating Site-Based Management and Expanded Teacher Decision Making: A Case Study of Six Urban Schools'. Together they form a unique fingerprint.

  • Cite this