The New Institutionalism in Education

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Heinz-Dieter Meyer, Brian Rowan
State University of New York Press, 2012 M02 1 - 234 páginas
The New Institutionalism in Education brings together leading academics to explore the ongoing changes in K–12 and higher education in both the United States and abroad. The contributors show that current educational trends—including the increased globalization of education, the growing emphasis on educational markets and school choice, the rise of accountability systems, and the persistent influence of business groups like textbook manufacturers and test makers on educational policy—can best be understood when observed through an institutional lens. Because schools and universities are organizations that are stabilized by deeply institutionalized rules, they are subject to the enduring problem of substantive educational reform. This book gives researchers and policy analysts conceptual tools and empirical assessments to gauge the possibilities for institutional reform and innovation.
 

Contenido

1 Institutional Analysis and the Study of Education
1
Changing Ideas for Changing Times
15
Traditions and Prospects for Educational Research
33
Taking Myth andCeremony Seriously
51
Why Educational Change Is Both Pervasive and Ineffectual
67
Changing Patterns of Guidance and Control in Public Education
87
The Challenge of Rapid Growth in Private K12 Education
103
Universities between Global Models and National Legacies
123
9 How Private Higher Educations Growth Challenges the New Institutionalism
143
Evidence from CrossNational Comparisons
163
Faculty in the Transformation of Chilean Higher Education from State to Market
187
12 Lessons Learned and Future Directions
203
13 Gauging the Prospects for Change
217
Contributors
225
Index
229
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Página 4 - Education has varied infinitely in time and place. In the cities of Greece and Rome, education trained the individual to subordinate himself blindly to the collectivity, to become the creature of society. Today, it tries to make of the individual an autonomous personality. In Athens, they sought to form cultivated souls, informed, subtle, full of measure and harmony, capable of enjoying beauty and the joys of pure speculation; in Rome, they wanted above all for children to become men of action, devoted...

Acerca del autor (2012)

Heinz-Dieter Meyer is Associate Professor of Education Administration and Policy Studies at the University at Albany, State University of New York and has also taught sociology and organizational behavior in Germany and France. He is the coeditor (with William Lowe Boyd) of Education between States, Markets, and Civil Society: Comparative Perspectives. Brian Rowan is Burke A. Hinsdale Collegiate Professor in Education at the University of Michigan.

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