Governments, Markets, and Instruction: Considerations for Cross-National Research

Autor/inn/en	Peurach, Donald J.; Cohen, David K.; Spillane, James P.
Titel	Governments, Markets, and Instruction: Considerations for Cross-National Research
Quelle	In: Journal of Educational Administration, 57 (2019) 4, S.393-410 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-09-2018-0172
Schlagwörter	Correlation; Nongovernmental Organizations; Public Agencies; Educational Administration; Cross Cultural Studies; Educational History; Public Education; School Districts; Educational Resources; Social Values; Cultural Influences; Educational Change; Educational Quality; Political Influences; Teaching Methods; School Administration; Educational Environment; Educational Experience; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Korrelation; Öffentliche Einrichtung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Cultural comparison; Kulturvergleich; History of education; Bildungsgeschichte; Öffentliche Erziehung; School district; Schulbezirk; Bildungsmittel; Sozialer Wert; Cultural influence; Kultureinfluss; Bildungsreform; Quality of education; Bildungsqualität; Political influence; Politischer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungserfahrung
Abstract	Purpose: The purpose of this paper is to examine relationships among governmental organizations, non-governmental organizations and the organization and management of instruction in US public education, with the aim of raising issues for cross-national research among countries in which the involvement of non-governmental organizations is increasing. Design/methodology/approach: The paper is structured in four parts--an historical analysis of the architecture and dynamics of US public education; an analysis of contemporary reform efforts seeking to improve quality and reduce inequities; an analysis of ways that legacy and reform dynamics manifest in two US public school districts; and a discussion of considerations for cross-national research. Findings: In US public education, dependence on non-governmental organizations for instructional resources and services is anchored in deeply institutionalized social, political and economic values dating to the country's founding and that continue to function as constraints on educational reform, such that new solutions always emerge in-and-from the same problematic conditions that they seek to redress. The consequence is that reform takes on an evolutionary (vs transformative) character. Research limitations/implications: The US case provides a foundation for framing issues for cross-national research comparing among macro-level educational infrastructures, patterns of instructional organization and classroom instruction. Originality/value: Such research would move beyond reductionist approaches to cross-national research toward new approaches that examine how histories, legacy architectures, contemporary reforms and patterns of instructional organization and management interact to shape students' day-to-day lives in classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01