Literaturnachweis - Detailanzeige
Sonst. Personen | Zajda, Joseph I. (Hrsg.); Gamage, David T. (Hrsg.) |
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Titel | Decentralisation, school-based management, and quality. |
Quelle | Dordrecht u.a.: Springer Science + Business Media B.V (2009), XXV, 238 S.
PDF als Volltext (1); PDF als Volltext (2) |
Reihe | Globalisation, comparative education and policy research. 8 |
Beigaben | grafische Darstellungen |
Zusatzinformation | Inhaltsverzeichnis |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Monographie |
ISBN | 90-481-2702-5; 978-90-481-2702-3 |
DOI | 10.1007/978-90-481-2703-0 |
Schlagwörter | Empirische Untersuchung; Evaluation; Vergleichsuntersuchung; Non-formale Bildung; Bildungsmanagement; Bildungspolitik; Bildungsreform; Schulpolitik; Planung; Bildungsmarkt; Selbstverwaltung; Eltern; Schule; Schulaufsicht; Schulleiter; Schulverwaltung; Privatschule; Lehrer; Schüler; Finanzierung; Globalisierung; Marktwirtschaft; Privatisierung; Deregulierung; Dezentralisierung; Modell; Qualität; Zentralisierung; Deutschland; Frankreich; Griechenland; Großbritannien; Indonesien; Nicaragua; Schweden; Senegal; Tschechische Republik; Uganda |
Abstract | The relationship between government, education reform and student outcomes is an ambivalent and often problematic one. Focusing on the interplay between decentralization, globalization, and education reforms, this book draws on recent studies to explore the conceptual frameworks and methodological approaches that can be applied to research covering the state, globalization, equality, and education. It lays bare the neo-liberal ideological imperatives of education and policy reforms, and illustrates the way the relationship between the state and education policy affects current models and trends in education reforms and schooling globally. The chapters critically analyze the dominant discourses about decentralization and comparative education and examine the current resurgence of neo-liberal ideological models in education, both newly constructed and re-invented. To ensure as broad a perspective on the issues as possible, the authors employ a raft of diverse paradigms in comparative education research, ranging from critical theory to globalization. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2010/2 |