School-Based Management and the Centralisation Trap: An Evidence-Based Perspective

Autor/in	Nir, Adam E.
Titel	School-Based Management and the Centralisation Trap: An Evidence-Based Perspective
Quelle	In: Curriculum and Teaching, 27 (2012) 2, S.29-45 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0726-416X
DOI	10.7459/ct/27.2.03
Schlagwörter	School Based Management; Centralization; School District Autonomy; Empowerment; Evidence Based Practice; Foreign Countries; Comparative Analysis; Elementary Schools; Discriminant Analysis; Control Groups; Academic Achievement; Israel + Suchen Sie Ihr Suchwort? Centralisation; Zentralisierung; School district; School districts; Autonomy; School autonomy; Schulautonomie; Ausland; Elementary school; Grundschule; Volksschule; Diskriminanzanalyse; Schulleistung
Abstract	The following paper attempts to assess whether research benefits school empowerment, as argued by the evidence-based literature, or, whether an education system under centralised circumstances, may be another expression for the centralisation trap which undermines school empowerment. This study follows an official Call for Research initiated by the Chief Scientist's office at the Israeli Ministry of Education during the academic year 1999-2000, shortly after the implementation of a School-Based Management (SBM) policy began. The findings show that teachers' increased financial autonomy is the only positive effect found from the introduction of SBM. At the same time, however, teachers perceive that they have less authority in terms of the influence they have over schooling processes compared to teachers of the comparison group. No statistically significant differences are found between SBM schools and schools in the comparison group in students' academic achievements. It is suggested that an evidence-based orientation may be efficient when attempting to rationally establish a policy plan. However, at the same time, this may also serve those attempting to ensure that centralised power relations in the educational system are unchanged. The unique contextual implications created by centralised structures for evidence-based school empowerment policies are further discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01