Schools' Logics of Action as Mediation and Compromise between Internal Dynamics and External Constraints and Pressures

Autor/inn/en	Ball, Stephen J.; Maroy, Christian
Titel	Schools' Logics of Action as Mediation and Compromise between Internal Dynamics and External Constraints and Pressures
Quelle	In: Compare: A Journal of Comparative and International Education, 39 (2009) 1, S.99-112 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Decision Making; Case Studies; Urban Schools; Foreign Countries; Interaction; Environmental Influences; Administrator Role; Principals; Politics of Education; Educational Policy; Educational Administration; Social Influences; Institutional Characteristics; Educational Environment; School Culture; Interviews; Belgium; France; France (Paris); Hungary (Budapest); Portugal (Lisbon); United Kingdom (London) + Suchen Sie Ihr Suchwort? Decision-making; Entscheidungsfindung; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland; Interaktion; Environmental influence; Umwelteinfluss; Principal; Schulleiter; Educational policy; Bildungspolitik; Politics of education; Bildungsverwaltung; Schuladministration; Schulverwaltung; Sozialer Einfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Interviewing; Interviewtechnik; Belgien; Frankreich
Abstract	This paper, based on 14 case studies of schools situated in six local urban spaces (within the urban agglomerations of Budapest, Charleroi, Lille, Lisbon, London and the Creteil/Paris region), will analyse the internal logics of action of these schools and show that they are conditioned by the interaction between internal (school narrative identity, principal strategy, school intake and micropolitics) and external factors (position of the school in the local space of competitive interdependence and policy interventions). First, we will show that there are some convergences across the six local areas in the schools' logics of action. Second, we will focus on various conditions which could affect these schools' logics of action. We will demonstrate that key conditions are the "school mix", related to the position of the school in the local area, and the internal dynamic equilibrium. We will also concentrate on the particular role of the principal. In conclusion, the effects of these results on inequalities will be stressed. (Contains 3 tables and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10