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1. "Sitting on a Tinderbox": Racial Conflict, Teacher Discretion, and the Centralization of Disciplinary Authority (EJ790973)
Author(s):
Kafka, Judith
Source:
American Journal of Education, v144 n3 p247-270 May 2008
Pub Date:
2008-05-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Urban Schools; School Districts; School District Autonomy; Campuses; Court Litigation; Politics of Education; Civil Rights; Discipline; Centralization; Student Rights; Context Effect; Police School Relationship; Racial Discrimination
Abstract: The centralization of school discipline in the second half of the twentieth century is widely understood to be the inevitable result of court decisions granting students certain civil rights in school. This study examines the process by which school discipline became centralized in the Los Angeles City School District in the late 1960s and early 1970s, however, and finds that the locus of control over student discipline shifted from the school site to the centralized district largely in response to local pressures. Indeed, during a period of large-scale student unrest, and in an environment of widespread racial and cultural tensions, many Los Angeles students, parents, community members, and educators actively promoted the centralization of school discipline--although often for directly conflicting purposes. Ultimately, this article argues that the centralization of school discipline was not inevitable and must be understood in the broader historical context in which it occurred. (Contains 45 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. French Medical Schools: From Hierarchy to Anomy (EJ807279)
Hardy-Dubernet, Anne-Chantal
European Journal of Education, v43 n3 p331-351 Sep 2008
2008-09-00
Descriptors: Medical Education; Medical Students; Health Needs; Medical Schools; Classification; Foreign Countries; Admission Criteria; Competitive Selection; Educational Supply; Employment Opportunities; Selective Admission; Comparative Analysis; Centralization; Program Descriptions; Health Personnel
Abstract: In order to successfully match students and jobs in the medical profession of their choice, and at the same time meet the country's health care needs, it has become evident that access to medical schools and the various medical professions should be tightly regulated, in particular by a "numerus clausus." In most Western countries, medical schools are applying different selection methods and approaches that seem to be working well, although they often tend to displace--rather than address--the fundamental problem of professional insertion. Using research that we conducted over several years on medical education in France, we will begin our discussion by showing that it is distinct from medical studies offered in many other European countries in that it is permeated by a competitive culture based on a meritocracy principle that is common to the training of other French elites. We then explain how managing the flow of medical students in such a centralised manner has produced a very rigid system that leaves little room for universities to develop innovative pedagogical approaches and improve the quality of the education they offer. We also show how this classification system--at both individual and national level--greatly influences not only the behaviour of medical students, but also of medical schools whose capacity to distinguish themselves has become very limited. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Cross-National Comparisons in the International Successful School Principalship Project (ISSPP): The USA, Norway and China (EJ801799)
Johnson, Lauri; Moller, Jorunn; Jacobson, Stephen L.; Wong, Kam Cheung
Scandinavian Journal of Educational Research, v52 n4 p407-422 Aug 2008
2008-08-00
Journal Articles; Reports - Evaluative
Descriptors: Foreign Countries; Case Studies; Instructional Leadership; Principals; Comparative Education; Effective Schools Research; Politics of Education; Administrator Effectiveness; Democratic Values; Centralization; Participative Decision Making; Accountability; Governance
Abstract: This article provides a cross-national perspective on successful school principalship in three countries derived from an analysis of case studies in the International Successful School Principalship Project (ISSPP). The ISSPP aims to investigate the characteristics, processes and effects of successful school leadership across eight countries (i.e. Australia, Canada, England, the United States, China, Denmark, Sweden and Norway). Examples from the USA, Norway and China (Shanghai) were selected to illustrate cross-national differences related to the societal purposes of education, the structure and funding of different national educational systems and the influence of particular governmental educational policies (i.e. accountability-oriented policies) on the leadership practices of individual school principals. Variations in selection criteria and research procedures were also noted. Recommendations for further research using a cultural framework include analysing multiethnic schools to identify culturally specific leadership practices as well as developing further ISSPP case studies in non-Western contexts. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. After Decentralization: Delimitations and Possibilities within New Fields (EJ817772)
Wahlstrom, Ninni
Journal of Curriculum Studies, v40 n6 p725-742 Dec 2008
2008-12-00
Journal Articles; Reports - Research
Descriptors: Foreign Countries; Educational Policy; Equal Education; Discourse Analysis; Educational Change; Pragmatics; Centralization; Organizational Change; Goal Orientation
Abstract: The shift from a centralized to a decentralized school system can be seen as a solution to an uncertain problem. Through analysing the displacements in the concept of equivalence within Sweden's decentralized school system, this study illustrates how the meaning of the concept of equivalence shifts over time, from a more collective target achievement for the educational system as a whole to a more individually interpreted goal-fulfilment. (Contains 12 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. We Learn What We Eat: Putting Local Food on the Table and in the Curriculum (EJ825452)
Sacks, Howard L.
Chronicle of Higher Education, v55 n13 pA31 Nov 2008
2008-11-21
No
Descriptors: Rural Areas; Rural Education; Agriculture; Food; Global Approach; Agricultural Occupations; Sustainable Development; Local Issues
Abstract: The town of Danville in Ohio was well known for its many turkey farms. Today there's barely a gobble to be heard around Danville, and the only talk of turkeys is at the annual Danville Turkey Festival, which has for decades celebrated the area's agricultural heritage. The local processing plant moved 200 miles north, into Michigan, in keeping with the trend toward centralization so characteristic of the current global food system. For the farmers, those 200 miles were the difference between profit and loss, and so turkey farming disappeared. In this article, the author discusses how the story of Danville's turkeys is a tale about the loss of rural character. Here, he describes three alternative approaches to the preservation of rural character. He also explains that his college, Kenyon College's Rural Life Center, offers the third approach: the creation of an alternative local market for area food products--a sustainable system that would put a greater share of the nearly $130-million that Knox Countians spend annually on food into the hands of local farmers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Centralization and Decentralization of Schools' Physical Facilities Management in Nigeria (EJ808633)
Ikoya, Peter O.
Journal of Educational Administration, v46 n5 p630-649 2008
2008-00-00
Descriptors: Community Leaders; Educational Facilities Planning; Facilities Management; Administrative Organization; Foreign Countries; Governance; Attitude Measures; Administrator Attitudes; Parent Attitudes; Teacher Attitudes; Boards of Education; Improvement; Accountability; Educational Administration; Politics of Education; Secondary Schools
Abstract: Purpose: This research aims to examine the difference in the availability, adequacy and functionality of physical facilities in centralized and decentralized schools districts, with a view to making appropriate recommendations to stakeholders on the reform programmes in the Nigerian education sector. Design/methodology/approach: Principals, teachers, members of the board of education including parents and community leaders were surveyed from centralized and decentralized school districts on availability, adequacy, and functionality of schools facilities. Findings: Emerging data revealed that decentralization enhances the availability, adequacy and functionality of schools physical facilities. Research limitations/implications: The implication of the findings is that decentralization is a more efficient method of managing schools' infrastructure because it promotes accountability and reduces official corruption in schools administration. Originality/value: Findings from this research provide practical solutions to the problem of physical facilities inadequacy in the Nigerian school system. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. On the Cutting Edge (of Torpor): Innovation and the Pace of Change in American Higher Education (EJ805721)
Murray, Gordon
AACE Journal, v16 n1 p47-61 2008
Descriptors: Higher Education; Intellectual Property; Innovation; Educational Change
Abstract: This article considers the pace of innovation and technology adoption in higher education and suggests that the rate of change on 21st century campuses is remarkably similar to earlier centuries when it may have taken over 30 years to introduce "modern" inventions like the telescope, microscope, and barometer to students. The literature shows that centralization is frequently negatively associated with innovativeness and that contemporary governance does not appear fundamentally different in regulating the pace of change than in America's first colleges. Some researchers have concluded that colleges and universities are insulated from many of the competitive pressures that stimulate innovations in industry to be adopted almost twice as fast as those in higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Era of Centralisation: The 1988 Education Reform Act and Its Consequences (EJ795763)
Fisher, Trevor
FORUM: for promoting 3-19 comprehensive education, v50 n2 p255-261 2008
Journal Articles; Opinion Papers; Reports - Descriptive
Descriptors: Educational Change; Federal Legislation; Centralization; Educational Policy; Learning Processes; Foreign Countries; National Curriculum
Abstract: In a "FORUM" article published in 2005 (Volume 47, Nos 2 & 3, see EJ736851) Terry Wrigley argued that "Another school is possible". The article prompted Trevor Fisher to respond explaining why, in his view, the centralising thrust of the 1988 Education Reform Act, the shift in power relationships, the politicisation of education over the past two decades and politicians' rigid control over education policy and processes, make the reality of a radical alternative to the current regime increasingly difficult. The author charts developments since the 1988 Act and calls for a Royal Commission to undertake a root-and-branch investigation into the politicisation of education. (Contains 13 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Effects of Decentralization on School Resources (EJ794631)
Ahlin, Asa; Mork, Eva
Economics of Education Review, v27 n3 p276-284 Jun 2008
2008-06-00
Descriptors: School Organization; Administrative Organization; Foreign Countries; Grants; Educational Finance; Centralization; Financial Policy; Finance Reform; Educational Equity (Finance); Educational Policy; Policy Analysis; Public Policy
Abstract: Sweden has undertaken major national reforms of its school sector, which, consequently, has been classified as one of the most decentralized ones in the OECD. This paper investigates whether local tax base, grants, and preferences affected local school resources differently as decentralization took place. We find that municipal tax base affects per pupil spending in the same way regardless of whether the school sector is centralized or decentralized, but has a smaller effect on teacher-pupil ratio after the reforms. The less-targeted grants are the fewer teachers per pupil do the municipalities employ. The results for local preferences are less clear-cut. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Twenty Years of Progress?: English Education Policy 1988 to the Present (EJ793560)
Whitty, Geoff
Educational Management Administration & Leadership, v36 n2 p165-184 2008
Descriptors: Educational Change; Educational Policy; Educational History; Trend Analysis; Foreign Countries; Educational Legislation; Disadvantaged; Educational Improvement; School Choice; Political Attitudes; Policy Formation
Abstract: This article assesses the period following the 1988 Education Reform Act (ERA) and reflects on the main continuities and discontinuities in policy emphases since that Act. It begins by outlining education policy under the Conservatives from 1979. In this, it shows how the Conservative's simultaneous pursuit of marketization and centralization in education, nowhere more so than through the ERA, provides a key illustration of Neave's (1988) "evaluative state". In then considering the record of New Labour on education, the article identifies three central strands of policy: first, targeted attempts to tackle disadvantage and, second, an emphasis on school improvement, both of which focus on schools themselves rather than the context in which they operate, and, third, the notion that school diversity and parental choice will lead to higher standards for all. This discussion is used to show the significant continuities between Conservative and New Labour policies in terms of the drive for an essentially market-based education system. In discussing the tensions that have arisen through New Labour's attempts to address disadvantage within a market-based policy framework, the article closes by commenting on the extent to which a new direction in education policy is emerging under Gordon Brown's premiership. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract