Devolution and Choice in Education: The School, the State and the Market. Australian Education Review No. 41.

Autor/inn/en	Whitty, Geoff; Power, Sally; Halpin, David
Institution	Australian Council for Educational Research, Melbourne.
Titel	Devolution and Choice in Education: The School, the State and the Market. Australian Education Review No. 41.
Quelle	(1998), (170 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-86431-190-7
Schlagwörter	Leitfaden; Administrator Role; Comparative Education; Decentralization; Elementary Secondary Education; Faculty Workload; Foreign Countries; Free Enterprise System; Government Role; Marketing; School Based Management; School Choice; School Effectiveness; School Restructuring + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Decentralisation; Dezentralisierung; Ausland; Freie Wirtschaft; Choice of school; Schulwahl; Schuleffizienz; Schulreformplan; Schulumwandlung
Abstract	This book examines recent school reforms in England and Wales, the U.S.A., Australia, New Zealand and Sweden. It suggests that, at the same time as appearing to devolve power to individual schools and parents, governments have actually been increasing their own capacity to "steer" the system at a distance. Section 1 sets the scene by outlining and exploring the various policies seeking to restructure public education systems via decentralized decision making. Chapter 2 summarizes recent educational reforms in each country; chapter 3 attempts some cross-national comparisons. The second section examines the consequences of recent restructuring initiatives. Chapter 4 focuses on school leaders' changing roles, and chapter 5 explains incursions on teachers' workload. Chapter 6 explores restructuring's effects on classrooms and the curriculum. Chapter 7 explores school governance changes in different national contexts. The third section synthesizes the issues and research of previous sections. Chapter 8 examines consequences of choice and devolution for patterns of social differentiation. Recent research suggests that fragmentation of bureaucratic educational systems is leading to a polarized system, with "good" schools being rewarded and able to choose their (advantaged) students, while "failing" schools are thrown into a cycle of decline from which they and their socially disadvantaged students may not recover. Currently, choice is as likely to reinforce hierarchies as to improve educational opportunities and overall schooling quality. (Contains 433 references.) (MLH)
Anmerkungen	Australian Council for Educational Research (ACER) Limited, 19 Prospect Hill Road, Camberwell, Melbourne, Victoria 3124, Australia.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01