The New Institutionalism in EducationHeinz-Dieter Meyer, Brian Rowan State University of New York Press, 01/02/2012 - 234 páginas The New Institutionalism in Education brings together leading academics to explore the ongoing changes in K–12 and higher education in both the United States and abroad. The contributors show that current educational trends—including the increased globalization of education, the growing emphasis on educational markets and school choice, the rise of accountability systems, and the persistent influence of business groups like textbook manufacturers and test makers on educational policy—can best be understood when observed through an institutional lens. Because schools and universities are organizations that are stabilized by deeply institutionalized rules, they are subject to the enduring problem of substantive educational reform. This book gives researchers and policy analysts conceptual tools and empirical assessments to gauge the possibilities for institutional reform and innovation. |
Índice
| 1 | |
| 15 | |
Traditions and Prospects for Educational Research | 33 |
Taking Myth andCeremony Seriously | 51 |
Why Educational Change Is Both Pervasive and Ineffectual | 67 |
Changing Patterns of Guidance and Control in Public Education | 87 |
The Challenge of Rapid Growth in Private K12 Education | 103 |
Universities between Global Models and National Legacies | 123 |
9 How Private Higher Educations Growth Challenges the New Institutionalism | 143 |
Evidence from CrossNational Comparisons | 163 |
Faculty in the Transformation of Chilean Higher Education from State to Market | 187 |
12 Lessons Learned and Future Directions | 203 |
13 Gauging the Prospects for Change | 217 |
Contributors | 225 |
Index | 229 |
Outras edições - Ver tudo
The New Institutionalism in Education Heinz-Dieter Meyer,Brian Rowan Pré-visualização indisponível - 2007 |
The New Institutionalism in Education Heinz-Dieter Meyer,Brian Rowan Pré-visualização indisponível - 2006 |
Palavras e frases frequentes
academic accountability achievement activities administration agencies American American education analysis argue associated become central chapter Chicago common school competition core countries coupled culture discussion diversity dominant economic educational organizations effects emergence environment example expanded explain faculty field forces formal forms funding goals greater groups growth higher education ideas important improvement increased industry institutional change institutional theory institutionalism instruction interests isomorphism lead learning less levels loosely coupled mass means Meyer models norms operating organizational organizations particular patterns percent performance perspective political Powell practice Press problem programs public schools rationality reform result role Rowan sector shadow education social society standards Stanford structure suggests teachers teaching technical testing textbook tion tional trends tutoring United universities York
Passagens conhecidas
Página 55 - It is implicit in the history and character of American public education that the public schools serve a uniquely public function: the training of American citizens in an atmosphere free of parochial, divisive, or separatist influences of any sort— an atmosphere in which children may assimilate a heritage common to all American groups and religions.
Página 54 - Without undervaluing any other human agency, it may be safely affirmed that the common school, improved and energized as it can easily be, may become the most effective and benignant of all the forces of civilization. Two reasons sustain this position. In the first place, there is a universality in its operation, which can be affirmed of no other institution whatever. If administered in the spirit of justice and...
Página 34 - An institution consists of a concept (idea, notion, doctrine, interest) and a structure. The structure is a framework, or apparatus, or perhaps only a number of functionaries set to cooperate in prescribed ways at a certain conjuncture. The structure holds the concept and furnishes instrumentalities for bringing it into the world of facts and action in a way to serve the interests of men in society.
Página 4 - Education has varied infinitely in time and place. In the cities of Greece and Rome, education trained the individual to subordinate himself blindly to the collectivity, to become the creature of society. Today, it tries to make of the individual an autonomous personality. In Athens, they sought to form cultivated souls, informed, subtle, full of measure and harmony, capable of enjoying beauty and the joys of pure speculation; in Rome, they wanted above all for children to become men of action, devoted...
Página 56 - According to the European theory, men are divided into classes, — some to toil and earn, others to seize and enjoy. According to the Massachusetts theory, all are to have an equal chance for earning, and equal security in the enjoyment of what they earn.
Página 51 - In modern societies, the elements of rationalized formal structure are deeply ingrained in, and reflect, widespread understandings of social reality. Many of the positions, policies, programs, and procedures of modern organizations are enforced by public opinion, by the views of important constituents, by knowledge legitimated through the educational system, by social prestige, by the laws, and by the definitions of negligence and prudence used by the courts. Such elements of formal structure are...
Página 56 - ... the present day. The means employed are different, but the similarity in results is striking. What force did then, money does now. The villein of the Middle Ages had no spot of earth on which he could live, unless one were granted to him by his lord. The operative or laborer of the present day has no employment, and therefore no bread, unless the capitalist will accept his services. The vassal had no shelter but such as his master provided for him. Not one in five thousand of English operatives,...
Página 61 - ... is no dispute. In the terms and principles common to all, and recognized by all, is to be found the only common medium of language and of idea, by which the parties can become intelligible to each other; and there, too, is the only common ground, whence the arguments of the disputants can be drawn. It is obvious, on the other hand, that if the tempest of political strife were to be let loose upon our Common Schools, they would be overwhelmed with sudden ruin.
Página 35 - Institutions consist of cognitive, normative, and regulative structures and activities that provide stability and meaning to social behavior.
Página 225 - Rising mean IQ: cognitive demand of mathematics education for young children, population exposure to formal schooling, and the neurobiology of the prefrontal cortex, pp.
Referências a este livro
Governance delle politiche scolastiche: la provincia di Napoli e le scuole ... Roberto Serpieri Pré-visualização indisponível - 2008 |