Free marketeers or good citizens? Educational policy and lay participation in the administration of schools
01 Mar 1994-British Journal of Educational Studies (Taylor & Francis Group)-Vol. 42, Iss: 1, pp 23-37
TL;DR: The authors examines what can be learnt from analysing attempts to give lay people more involvement in the administration of state schools and argues that some of these changes can best be characterised as attempts to increase the democratic participation of citizens in the running of schools.
Abstract: This paper examines what can be learnt from analysing attempts to give lay people more involvement in the administration of state schools Although devolving more responsibility to schools and lay governors has been an important feature of school reform in several countries, it is not immediately apparent if this shift is the product of globally similar social and political forces or nationally specific cultural, ideological and economic factors In considering this issue, the paper describes recent changes in school governance in England, New Zealand, USA, Scotland and Catalunya, Spain It is argued that some of these changes can best be characterised as attempts to increase the democratic participation of citizens in the running of schools Other changes, however, seem rather to represent on attempt to bring the culture of business to schools and reduce the power of professional educators over education
Citations
More filters
150 citations
TL;DR: The authors reviewed recent developments in leadership and discussed the shift towards the language of performance outcomes used increasingly to describe leaders and leadership and the changing political and economic environments in which educational leaders act.
Abstract: This article reviews recent developments in leadership. It discusses the shift towards the language of performance outcomes used increasingly to describe leaders and leadership and the changing political and economic environments in which educational leaders act. Theories have polarized around transformational and managerial leadership, the former emphasizing the personalities and action of individuals, and the latter stressing a rational, structural approach. Both create the impression of newness and difference but display strong continuities with previous theories of leadership. The significance on follower perspectives of leadership is highlighted and alternative methodological approaches emphasizing historical and comparative contexts are outlined. The paper concludes with an example of visionary leadership in education.
124 citations
TL;DR: In this article, the authors focus on parents' involvement with their child's schooling and the possible influences upon this and conclude that increased parental involvement is probably desirable but the nature of this and its operationalisation needs to be carefully thought out.
Abstract: This paper focuses on parents’ involvement with their child's schooling and the possible influences upon this. At a time when parental involvement is regarded as being highly important to a child's school achievement and given the Government's promotion of the role of parents in education, the conditions should be particularly conducive to involving all parents in this significant role. It will be argued, however, that in spite of increased statutory rights and a changing attitude towards parents by teachers and schools, parents’ social class location continues to have a direct impact upon their ability to intervene in their child's schooling. The paper concludes that increased parental involvement is probably desirable but the nature of this and its operationalisation needs to be carefully thought out.
104 citations
TL;DR: In this paper, the authors explore the extent to which the management reform carried out under a neoliberal flag has brought about radical changes to the Dutch education system and especially look at four key issues set out in that reform: increased autonomy, freedom of choice, privatization and quality control.
Abstract: Until recently the Dutch education system was determined by the historic compromise of 1917, after which private schools were supported by the state on an equal financial footing to state schools. The consequence of this compromise was a mainly privatised and centralised system with a corporatist policy structure. In the mid-1980s The Netherlands, like other countries, came under the spell of the 'neoliberal revolution'. This article explores the extent to which the management reform carried out under a neoliberal flag has brought about radical changes to the Dutch education system. It especially looks at four key issues set out in that reform: increased autonomy, freedom of choice, privatization and quality control.
80 citations
TL;DR: In this paper, a critical analysis of the accountability system designed intentionally or not by the reform is presented, which suggests that the reform created a dual-based accountability on schools causing higher level of stress in the organisation, and a misalignment on the accountability web between school manager and teachers.
67 citations
Cites background from "Free marketeers or good citizens? E..."
...Decentralisation and/or devolved management of schools have been adopted widely, since the ‘90s, in many countries, not always with the same intent (Deem, 1994)....
[...]
References
More filters
Book•
01 Jun 1990TL;DR: Chubb and Moe as discussed by the authors argue that these reforms are destined to fail because they do not get to the root of the problem, and they recommend a new system of public education, built around parent-student choice and school competition, that would promote school autonomy thus providing a firm foundation for genuine school improvement.
Abstract: During the 1980s, widespread dissatisfaction with America's schools gave rise to a powerful movement for educational change, and the nation's political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem. The fundamental causes of poor academic performance, they claim, are not to be found in the schools, but rather in the institutions of direct democratic control by which the schools have traditionally been governed. Reformers fail to solve the problem-when the institutions ARE the problem. The authors recommend a new system of public education, built around parent-student choice and school competition, that would promote school autonomy thus providing a firm foundation for genuine school improvement and superior student achievement.
1,790 citations
Book•
01 Jan 1988
TL;DR: A Crisis of Hegemony - The New Right - From Butler to Thatcher - The Thatcher Government 1979-1990 - The Pursuit of Power - The Struggle for Hegemony- The Conservative Party after Thatcher - Notes and References as mentioned in this paper.
Abstract: Preface - A Crisis of Hegemony - The New Right - From Butler to Thatcher - The Thatcher Government 1979-1990 - The Pursuit of Power - The Struggle for Hegemony - The Conservative Party after Thatcher - Notes and References - Further Reading
438 citations
TL;DR: The authors reviewed existing literature on school-based management policy and research and highlighted several themes related to both why schoolbased management does not work and how it can be designed to be more effective.
Abstract: This article reviews existing literature on school-based management policy and research and highlights several themes related to both why school-based management does not work and how it can be designed to be more effective. The intended purpose is to offer new directions for school-based management policy and research, based on what is already known and where knowledge deficiencies lie. The results from the review suggest that future policy and research ought to expand its purview of school-based management to include more than just delegating budget, personnel, and curriculum decisions to schools and to join school-based management as a governance reform with content (curriculum and instruction) reforms so as to enhance the possibilities for improving educational practice.
164 citations
150 citations