Competitive Arenas and Schools' Logics of Action: A European Comparison

Autor/in	van Zanten, Agnes
Titel	Competitive Arenas and Schools' Logics of Action: A European Comparison
Quelle	In: Compare: A Journal of Comparative and International Education, 39 (2009) 1, S.85-98 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Governance; Special Needs Students; Comparative Education; Foreign Countries; Competition; Discipline Policy; Student Recruitment; School Effectiveness; Track System (Education); Administrator Attitudes; Teacher Attitudes; Educational Practices; Parent Attitudes; Entrepreneurship; Educational Improvement; Belgium; France; Hungary; Portugal; United Kingdom (England) + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Sonderpädagogischer Förderbedarf; Vergleichende Erziehungswissenschaft; Ausland; Wettkampf; Disziplinarmaßnahme; Schuleffizienz; Leistungsgruppe; Leistungsdifferenzierung; Lehrerverhalten; Bildungspraxis; Elternverhalten; Unternehmungsgeist; Teaching improvement; Unterrichtsentwicklung; Belgien; Frankreich; Ungarn
Abstract	This article analyses the impact of competitive arenas on schools' logics of action in six local European contexts (London, Paris, Lille, Charleroi, Budapest and Lisbon). It first examines how competitive processes affect different schools' activities (recruitment, provision of options, promotion, tracking, provision for children with special needs and discipline) and how they are perceived by head teachers, teachers and parents. It then presents four ideal leading orientations (entrepreneurial, monopolistic, tactician and adaptive) developed by schools in response to competition according to their position in the local hierarchy and to their vulnerability to market processes, and it further probes into how these leading orientations are linked to the degree of internal coherence and consensus in schools. The conclusion insists on the importance of taking into account these local processes both to better understand schools as specific organisations and to improve their effectiveness. (Contains 2 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10