신제도주의 관점을 적용한 교육정책연구 동향 분석

国内の教育政策研究動向(内外の教育政策研究動向2013,V 内外の教育政策・研究動向)

Trends in Education Policy Research in England(Trends in Education Policy Research in 2007,V Education Policy Trends and Research Trends within and outside Japan)

国内の教育政策研究動向(内外の教育政策研究動向2004,V 内外の教育政策・研究動向)

韓国における教育政策と研究の動向(内外の教育政策研究動向2008,V 内外の教育政策・研究動向)

国内の教育政策研究動向(内外の教育政策研究動向2012,V 内外の教育政策・研究動向)

Trends in Education Policy Research in China(Trends in Education Policy Research in 2005,VI Education Policy Trends and Research Trends within and outside Japan)

This report is the fourth of four that stem from a study of the Impact of Approved Induction

Emerging from the sociology of education in the 1970s, new institutional theory (NIT) has become one of the foremost positions within the mainstream of American management studies. It seeks to explain the ways in which institutions are created, sustained, and diffused. NIT's antecedents lay in the institutional theorizing of writers such as Philip Selznick a generation before. Adherents of NIT are keen to draw a distinction between “new” and “old” institutionalism. While old institutionalism emphasized politics and the role of conflict, NIT took legitimacy as its master concept. The old institutionalism focused on the existence of a negotiated order between different interest groups, while in its place NIT sought to understand the way in which the quest for legitimacy is a driving force behind the isomorphism of organizations. NIT is interested in understanding the means through which the socially constructed external environment enters the organization by “creating the lens through which actors view the world and the very categories of structure, action, and thought” (Powell & DiMaggio 1991).

Philadelphia’s Children Achieving was a sweeping systemic reform initiative. Systemic reform eschews a school-byschool approach to reform and relies on coherent policy, improved coordination of resources and services, content and performance standards, decentralization of decision-making, and accountability mechanisms to transform entire school systems. Led by a dynamic superintendent and central office personnel, Children Achieving was the first attempt by an urban district to test systemic reform in practice. In 1996, the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania and its partner, Research for Action (RFA), were charged by the Children Achieving Challenge with the evaluation of Children Achieving. Between the 1995-1996 and 2000-2001 school years, CPRE and RFA researchers interviewed hundreds of teachers, principals, parents, students, District officials, and civic leaders; sat in on meetings where the plan was designed, debated, and revised; observed its implementation in classrooms and schools; conducted two systemwide surveys of teachers; and carried out independent analyses of the District’s test results and other indicators of system performance. An outline of the research methods used by CPRE and RFA is included in this report. Disciplines Educational Assessment, Evaluation, and Research | Educational Methods | Education Policy | Urban Education | Urban Studies and Planning Comments View on the CPRE website. This report is available at ScholarlyCommons: http://repository.upenn.edu/cpre_researchreports/27 Civic Engagement and Urban School Improvement: Hard-to-Learn Lessons from Philadelphia Jolley Bruce Christman, Research for Action Amy Rhodes, Research for Action

In this paper we will define the object of study of Pedagogiek, followed by a brief discussion about current trends in educational policy, teacher education and educational research. We refer here to the continental European ‘pedagogy as human science’, or more precisely the ‘science of the child’s upbringing’ in the social context. Central in this tradition is the moral debate about the complex relation between pedagogische aims and methods. Praxis has remained an important concept in this discussion down the centuries; it is concerned with the moral intentions behind a person’s actions as well as the consequences of the actions in the social context.

The aim of this article is to relate language research to policy work, a relationship that has been implicitly recognized by educational researchers in their attempts to address unresolved issues in the production and utilization of written policy reports. A number of US educational policy researchers have attempted to influence the way in which policy reports can and might be produced by explicating product features that discourse researchers gloss as variability in format/style, scope, medium, and audience. Their attempts to be responsive to the ‘meanings’ of educational policies for diverse targets and interest groups raise difficult questions, including, how we can develop policy products (presentations of words) that take into account variability in oral and written policy arena processes (multiple expectations about style; multiple expectations about ‘valuable’ information; multiple interpretations and meanings of actions). After introducing examples of these calls for attention to product and proce...

This chapter proposes to highlight some of the emerging features of a material turn and then discusses how this turn might be taken up in education policy research. A material turn moves from the analysis of words for what they can reveal about the world, to the entanglements of words and matter and how bodies materialise and have effects. The chapter focus on the 'more than human only' located and related potentialities. Taking the human out of an assumed centre for/of educational planning and action does not preclude human consequences or concerns. Challenging anthropocentric educational assumptions is important to education policy research. Critical education policy studies work 'on' policy, focusing, in terms of enactment, at the site where education policy is 'done'; that is, in schools or other education institutions. But what education policy research can actually do, or interfere in what ways is such research ontological where research is somehow 'in', as opposed to 'on' education policy.

The aims of this study is to explore the financial and managerial accountability of public sector and its institutionalization. The process of institutionalization was comprehended through the perspective of New Institutional Theory (NIT). The Type of this research is qualitative approach using a case study in The Government of Jombang in Indonesia. The New Institutional Theory (NIT) in organizational studies is related to the fact that the structure of an organization is influenced by the social environment where it is located. Organization has a function to maintain its existence through the process of adaptation or institutionalization. Symptoms of isomorphism occurs where the formal organization similar to the environment through the mechanism of coercive, normative and mimetic. On financial accountability, coercive and normative mechanisms seem to be the most dominant. While on managerial accountability, the coercive mechanisms is the most dominant. Decoupling behavior emerges as a response of the organization in addressing changes in financial and managerial accountability. The response shown in the process of institutionalization of financial accountability is acquiescence and compromise strategy. While, managerial accountability tends to use acquiescence and avoidance strategy. Financial accountability has been institutionalized in everyday practice of organization members. Meanwhile, managerial accountability, is a mere formality for compliance with regulations (ceremonial administrative). The results showed that the mechanism of Reward and Punishment (RNP) from the central government supports the process of institutionalization of accountability.

L'objectif des auteurs de cet article est double. Il s'agit d'une part de presenter une etude exploratoire sur les tendances actuelles temoignant de l'emergence d'un nouvel activisme non gouvernemental dans le champ de l'education et d'autre part de dresser un cadre analytique afin d'evaluer l'importance de cet activisme, en elaborant des concepts bases sur les recherches ayant porte sur les nouveaux mouvements sociaux et les debats theoriques actuels a propos de la societe civile mondiale.

Science Study (TIMSS)-1995 and its successor, TIMSS-1999, provide researchers, policymakers, and educators with an unprecedented opportunity to explore the possible relationships between educational policies and student achievement in an international context. Due to the amount and complexity of the TIMSS data, analyses have proceeded in phases, each providing a more detailed and sophisticated understanding of these relationships. This Brief is the third in the Consortium for Policy Research in Education’s (CPRE) series reporting on the policy implications of TIMSS data. It summarizes results of recently completed TIMSS research that explores in greater detail questions raised in initial analyses.