International School Accreditation: An Isomorphic Force against Creativity in a Growing Competitive Market

Autor/in	Coutet, Karl
Titel	International School Accreditation: An Isomorphic Force against Creativity in a Growing Competitive Market
Quelle	In: Journal of Research in International Education, 21 (2022) 2, S.105-122 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coutet, Karl)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/14752409221117252
Schlagwörter	International Schools; Accreditation (Institutions); Competition; Educational Innovation; Guides; Standards; Lesson Plans; Institutional Evaluation; Creativity; Educational Practices; School Administration; Instructional Design; Learning Activities; Curriculum Development; Parent Aspiration; Foreign Countries; Teacher Recruitment; Administrative Organization; Word Frequency; Computational Linguistics; Web Sites; Public Agencies; Saudi Arabia + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Wettkampf; Instructional innovation; Bildungsinnovation; Handbuch; Leitfaden; Standard; Lesson planning; Unterrichtsplanung; Kreativität; Bildungspraxis; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernaktivität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elternwille; Ausland; Lehrerrekrutierung; Word analysis; Frequency; Wortanalyse; Häufigkeit; Linguistics; Computerlinguistik; Web-Design; Öffentliche Einrichtung; Saudi-Arabien
Abstract	Despite the large number of new international schools opening each year, very little innovation is evident in the market. DiMaggio and Powell (1983) use institutional isomorphism to explain the phenomenon of organisations in a field being similar and this paper investigates the extent to which accreditation contributes to that phenomenon. By reviewing the handbook, standards, and lesson observation tool of one large, global accreditor, a picture is built in this paper of the 'ideal school' that would perform well in an accreditation review. Accreditation was found to restrict how the school is managed, narrow the learning philosophy of the school, and prescribe the practices that take place in the classroom. Opportunities for limited creativity were found in teachers' design of learning activities, with the caveat that those activities must be aligned to prescribed curriculum standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01