School Brand Management: The Policies, Practices, and Perceptions of Branding and Marketing in New York City's Public High Schools

Autor/inn/en	DiMartino, Catherine; Jessen, Sarah Butler
Titel	School Brand Management: The Policies, Practices, and Perceptions of Branding and Marketing in New York City's Public High Schools
Quelle	In: Urban Education, 51 (2016) 5, S.447-475 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085914543112
Schlagwörter	High Schools; Public Schools; Institutional Advancement; Educational Practices; Educational Policy; Case Studies; Urban Schools; Commercialization; School Choice; Educational Change; Program Effectiveness; Access to Education; Equal Education; Interviews; Parent Attitudes; Counselor Attitudes; Coordinators; Change Strategies; Student Experience; New York + Suchen Sie Ihr Suchwort? High school; Oberschule; Public school; Öffentliche Schule; nicht übertragen; Bildungspraxis; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Choice of school; Schulwahl; Bildungsreform; Education; Access; Bildung; Zugang; Bildungszugang; Interviewing; Interviewtechnik; Elternverhalten; Koordinator; Lösungsstrategie; Studienerfahrung
Abstract	Over the past 20 years, market-based choice initiatives have become a popular approach to education reform. Since 2002, the New York City Department of Education has opened over 250 high schools, creating a marketplace so widespread that many students no longer have a zoned or neighborhood school. This article uses two New York City--based case studies to examine branding or marketing practices at new small schools. It explores how and to whom schools market themselves and the nature and type of information provided to students and parents. The article raises questions about the implications of marketing and branding practices for public education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01