摘要：Americans have been rethinking and redesigning the way in which public schools should be most effectively operated through the process known as restructuring or systematic reform (Fiske, 1995). One of the most frequently used approaches to school reform is site-based management (SBM) (Mohrman, 1994). The major objective behind the site-based management approach is to move decision-making control from the central office of a school system to the local school level (i.e., at each school campus) (Short & Greer, 1997). Critical to the implementation of site-based management is the participation of school stakeholders (i.e., teachers, parents, administrators, staff, and community and business members) in the decision-making process. Site-based management is intended to address the need to include those people closest to the problems, issues, and situations in decision- making at the local school level (Goodman, 1994). “Although site-based management appears in many guises, at its core is the idea of participatory decision making at the school site” (David, Dec. 1995/Jan. 1996, p. 6). Site-based management operates under decentralization, the development of internal human resources, and the wide participation of school members in the decision-making process, which closely accompanies the tenets of critical theory. Livingston, Slate, and Gibbs (1999) suggested that administrators agree that all stakeholders must be involved in decision-making if the school is to be successful and that teachers possess expertise that is needed to make important decisions about the school. In addition, Cheng (1996) noted that site-based management assumes a multiplicity of educational goals, a complex and changing educational environment, need for educational reforms, school effectiveness, and the pursuit of quality. Our purpose in writing this article was to review the extant literature in site-based management.
