자연주의적 탐구조사(Naturalistic Inquiry)

Trust: The Social Virtues and the Creation of Prosperity

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Applied Missing Data Analysis

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https://link.springer.com/content/pdf/10.1057%2Fjors.1974.92.pdf

The Nature of Managerial Work

This paper conceptualizes the development of teacher professionalism as passing through four historical phases in many countries: the pre-professional age, the age of the autonomous professional, the age of the collegial professional and the fourth age-post-professional or postmodern. Current experiences and perceptions of teacher professionalism and professionalization, it is argued, draw on all these ages. Conclusions are drawn regarding new directions in teacher professionalism, and the linking of professional projects to wider social movements for public education and its transformation.

/pdf/four-ages-of-professionalism-and-professional-learning-r13y3lzt4s.pdf

Four Ages of Professionalism and Professional Learning

It is conventional wisdom among those who study collective bargaining and unionism that labor practices are diverse. From the early studies of private sector unionism to recent studies in education, researchers have found that the character of labor-management interactions, the content of contracts, and the effects of unionism vary widely. To be sure, there are discernible patterns that emerge across sites, but particular practices are so influenced by personalities, history, local values, customs, and financial exigencies, that the outcomes are as different as they are similar. I have argued that this is good news to those who work in and worry about schools, because it suggests that the presence of unionism does not predetermine a particular set of outcomes. Actors still are capable of acting in deliberate and meaningful ways. In their new, provocative book, The Changing Idea of a Teachers' Union, Kerchner and Mitchell reject the diversity theory of unionism and contend that educational labor practices do, in fact, follow predictable patterns. Based on questionnaire data gathered in 73 California and Illinois school districts and subsequent ethnographic studies in four districts from each of the two states, the authors advance a generational theory of unionism. Their analysis of local experiences leads them to conclude that teacher unionism can be expected to move through the same series of stages, no matter what the district. First, during the meet-and-confer generation, teachers advance their collective interests, but defer to administrators and school board members when the parties disagree about the district's purposes and priorities. Second, during the good faith bargaining generation, management comes to accept the teachers' right to represent their own interests and to bargain about economic and procedural matters. Attention centers on conflict management as the parties increasingly routinize their practices. Third, during the negotiated policy generation, the parties stop trying to manage around collective bargaining and, instead, begin to shape school district policy through the contract and the union. Based on both qualitative and quantitative analysis of survey and interview data, the authors conclude that intense, ideological conflicts about the appropriate role of the union erupt toward the end of each generation and these ideological conflicts propel labor relations into subsequent generations. The first conflict results when unions are perceived to be relatively unsuccessful in representing their members' interests, and school boards are viewed to be closed to external influence and insufficiently attentive to important labor relations issues. The second conflict emerges when teacher organizations are seen to be successful in tending to the interests of their members but irresponsible in meeting the needs

The changing idea of a teachers' union

Work orientation and job performance : the cultural basis of teaching rewards and incentives

To identify the relative power and influence of various state education policy groups, data were collected by elite interviewing as part of a larger study by the authors. This article displays the ...

/pdf/the-context-of-state-level-policy-formation-5cu607vj27.pdf

The Context of State Level Policy Formation.

Part I: Shaping Policy: Historical and Theoretical Context 1. The Surprising History of Education Policy 1950 to 2010, Douglas E. Mitchell 2. An Enduring Issue: The Relationship between Political Democracy and Educational Effectiveness, Betty Malen Part II: Fundamental Issues: Structure, Governance and Market Forces 3. The Influence of Practice on Policy, David K. Cohen and Susan L. Moffitt 4. Education Politics and Policy in an Era of Evidence, Jane Hannaway and Joel Mittleman 5. The Market for Schooling, Douglas N. Harris and John F. Witte Part III: The Foundations of Educational Equity 6. Civil Rights for Individuals and Groups, Tedi K. Mitchell and Douglas E. Mitchell 7. Education Equity Policy since 1950: From Rights to Accountability, Carolyn A. Brown and Bruce S. Cooper Part IV: Globalization: Its Power and Limitations 8. Curriculum Politics and Educational Productivity, David N. Plank and Bob L. Johnson, Jr. 9. Path Dependence in German and American Public Education-The Persistence of Institutional Difference in a Globalizing World, Heinz-Dieter Meyer Part V: Major Efforts to Improve School Performance 10. Governance in Urban School Systems: Redrawing Institutional Boundaries, Kenneth K. Wong and Emily Farris 11. Education as Civic Good: Children's Services Perspectives, Robert L. Crowson, Claire E. Smrekar, and Jo Bennett Part VI: Looking to the Future of Public Schooling 12. The Politics of Educational Reform: Idea Champions and Policy Windows, Dorothy Shipps 13. What Have We Learned about Shaping Education Policy? Douglas E. Mitchell, Dorothy Shipps, and Robert L. Crowson

Shaping Education Policy : Power and Process

State governments have come a long way since the mid-l9th century when "evidence that venality had uprooted the public trust appeared in state after state" (Keefe & Ogul, 1977, p. 41). If they have not yet fully become the "workhorses of our federal system" (Sharkansky, 1978), they are well on their way to doing so. State-level policymaking, especially in education, has become a major focal point for supporters and critics of current governmental services (see Jennings, 1981; Kearney & Vander Putten, 1979). A wide variety of political, economic, and social forces have been responsible for shifting the initiative in educational policy formation away from local and federal actors to state-level policy systems. Most prominent among them are (a) diminished ideological support and the lack of an adequate constitutional basis for sustaining an expansive federal involvement; (b) continued pressure from disadvantaged and minority populations for intervention on their behalf; (c) economic and labor market changes requiring

Douglas E. Mitchell

Papers

The changing idea of a teachers' union

Work orientation and job performance : the cultural basis of teaching rewards and incentives

The Context of State Level Policy Formation.

Shaping Education Policy : Power and Process

Alternative state policy mechanisms for influencing school performance