Evidence and Ideology on Consumer Choices in Education Markets: An Alternative Analytical Framework

Autor/inn/en	Lubienski, Christopher; Garn, Gregg
Titel	Evidence and Ideology on Consumer Choices in Education Markets: An Alternative Analytical Framework
Quelle	In: Current Issues in Education, 13 (2010) 3, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1099-839X
Schlagwörter	School Choice; School Effectiveness; Evidence; Ideology; Educational Policy; Evaluation Criteria; Information Dissemination; Information Sources; Information Utilization; Users (Information); Persuasive Discourse; Discourse Analysis; Consumer Economics; Consumer Education; Parent Attitudes; Parent Materials; Charter Schools; Educational Vouchers; Theories; Decision Making; Research Methodology; Research Problems; Politics of Education + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Schuleffizienz; Evidenz; Ideologie; Politics of education; Bildungspolitik; Informationsverbreitung; Information source; Informationsquelle; Informationsnutzung; Benutzerprofil; Nutzer; Persuasion; Persuasive Kommunikation; Diskursanalyse; Konsumökonomie; Konsumerziehung; Elternverhalten; Elternbrief; Charter school; Charter-Schule; Educational voucher; Bildungsgutschein; Theory; Theorie; Decision-making; Entscheidungsfindung; Research method; Forschungsmethode; Forschungskritik; Educational policy
Abstract	The question of how information is used by parents in selecting schools is a central issue in school choice debates, where advocates and opponents frequently intermingle theory (often economic), ideological beliefs, and empirical evidence in constructing arguments about the potential of this reform. We employ a nomination strategy to analyze rational choice claims about information on school quality, finding a much more complex picture of this issue than is typically found in policy advocacy. We offer an alternative framework for evaluating consumer information on schools, concluding that researchers and policymakers must consider the nature, quality, and equitable distribution of information. (Contains 2 tables and 12 notes.) (As Provided).
Anmerkungen	Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: http://cie.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10