Formalized Parent Participation in Education. A comparative perspective (France, German Federal Republic, England and Wales)

Beattie, Nicholas

doi:10.1080/0305006780140105

Cited by 12 publications

(3 citation statements)

References 9 publications

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“…A esto se suele sumar una cultura centralista del sistema difícil de revertir (Chapman et al, 1996), así como las barreras que encuentran los padres pertenecientes a sectores de bajos recursos-por falta de tiempo y de capital cultural-para hacer efectiva su participación (Davies, 2002). 19 Por otro lado, la falta de apoyos necesarios por parte del estado, conduce a plantear la hipótesis de que estos cambios en la gestión escolar funcionan principalmente como mecanismos que buscan controlar el activismo de algunos grupos y legitimar el funcionamiento de los sistemas escolares, como señala, por ejemplo, Beare (1993) en relación a los consejos de escuela instrumentados en Australia desde la década de 1970 (véase también Beattie, 1978).…”

Section: Políticas Nacionales Y Casos Provinciales En Argentinaunclassified

The Democratization of the Educational Administration in Argentina: A Comparison of Provincial Policies

Gorostiaga

2007

EPAA

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This article analyses some of the main school management reforms implemented at the provincial level from the mid-1980s in Argentina, and relates them to the national policies and to global trends regarding the governance of educational systems. It is argued that democratic and participatory proposals, which responded to a great extent to the return of the country to political democracy, began to give ground as the provinces focused on administrative rationalization and as the national government promoted a concept of school autonomy based on educational quality and efficiency criteria defined at the central level. On the other hand, participatory policies and programs faced various obstacles that originated in a context of social inequality, the prevailing institutional cultures, and the lack of a clear idea about the requirements and implications of implementing democratic practices at schools.

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Section: Políticas Nacionales Y Casos Provinciales En Argentinaunclassified

The Democratization of the Educational Administration in Argentina: A Comparison of Provincial Policies

Gorostiaga

2007

EPAA

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“…However, besides democracy and financial or moral support rationales for promoting community participation, there may be a compensatory legitimation rationale (as noted for decentralization-see above). For instance, based on his analysis of official support for parental participation in education in England and Wales, France, and the German Federal Republic in the 1970s, Beattie (1978) concludes that endorsements for parental or community participation may reflect an "underlying crisis in democratic institutions" that creates a "need experienced in different ways by Western democracies to legitimize the status quo by defining certain areas within which 'democratic participation' can occur" (p. 42). Finally, as in the case for opponents of decentralization, those who do not advocate increasing community participation raise concerns about the limited knowledge or skill, experience, and commitment to broader interests among parents, civil society associations, and businesses (see DeJong, Jawad, Mortagy, & Shepard, 2005).…”

Section: Introductionmentioning

confidence: 99%

Reforming Educational Governance and Management in Egypt: National and International Actors and Dynamics

Ginsburg

Megahed

Elmeski

et al. 2010

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This historical case study examines the rhetoric, action, and outcomes of educational policy reforms in Egypt during the first quarter-century of the presidency of Mohamed Hosni Mubarak. The findings are based on an extensive review of Egyptian government, international organization, and project documents as well as interviews with key stakeholders. The study focused on proposed and implemented changes in the organization and distribution of various governance and management functions across school/community, district/idarra, governorate/muddiriya, and national/central levels of the education system. During the period under review Egypt experienced movement though uneven toward increased decentralization, with calls for deconcentration of responsibility in 1981, Ministry of Education actions that restricted local decision-making authority in the 1990s, and some concerted efforts toward delegation and devolution of authority as well as responsibility after 2001. In terms of community participation, during this period there were calls for and actions toward implementing broader and deeper forms and degrees of involvement by parents, civil society, and businesses. We draw on the following concepts to analyze a develop an account of these developments: institutional framework, financial resources, system leaders' capacity and political will, civil society's leaders' capacity and political will, global dynamics, and the role of international organizations. Reformando el gobierno y la administración Educativa en Egipto. Dinámicas y actores Nacionales e Internacionales.Resumen: Este trabajo es un "estudio de casos histórico" que examina la retórica, acciones, y los resultados de las reformas de políticas educativas en Egipto durante el primer cuarto de siglo de la Presidencia de Mohamed Hosni Mubarak. Las conclusiones se basan en una extensa revisión de documentos de proyectos del gobierno egipcio e organizaciones internacionales, así como entrevistas con actores relevantes. El estudio se centró en las propuestas y los cambios implementados en la organización y distribución de funciones de gobierno y de gestión a través de la escuela/ comunidad, distrito (o idarra), en la gobernación (o muddiriya), y los niveles centrales nacionales del sistema educativo. Durante el período analizado, Egipto experimentó movimientos de avance y retroceso, hacia una mayor descentralización, tales como los pedidos de desconcentración de la responsabilidad en 1981, acciones del Ministerio de Educación que restringían la autoridad y toma de decisiones locales en la década de 1990, y algunos esfuerzos concertados para la delegación y descentralización de la autoridad como así como otras responsabilidades después de 2001. En términos de participación comunitaria, durante este período se hicieron llamamientos a favor y acciones para la implementación de formas más amplias y con mayores grados de implicación de padres, la sociedad civil y las empresas. Nos basamos en los siguientes conceptos para analizar y desarrollar una narrativa de estos cam...

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“…These various forms and levels of parent engagement are likely to influence student performance by inquiring about or responding to inquiries about their child’s performance and being involved in school meetings and activities (Griffith, 1996; Vinopal, 2018). Although the bulk of the literature on the benefits of parent participation in schools is based on research focused in the U.S., a growing literature indicates that such participation is seen as beneficial and encouraged in a wide variety of countries in Europe (Babic, 2011; Beattie, 1978), Asia (Drèze & Kingdon, 2001; Kim, 2004; Wei & Ni, 2023), Africa (Kotirde & Yonus, 2014; Mncube, 2009; Okitsu & Edwards, 2017), and Latin America (Lara & Saracostti, 2019; Torrecilla & Hernández-Castilla, 2020).…”

Section: Empirical Context: Immigrant Students and Educationmentioning

confidence: 99%

Social Equity and Clientele Participation: A Cross-National Study of Immigrant Education

Song

Meier

2023

Administration & Society

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How public participation shapes effective and equitable service outcomes has been extensively discussed but rarely tested in the public administration literature. This article examines how parent participation in schools affects overall student performance and whether socially marginalized students benefit more or less when schools involve greater participation. Using a 63-country cross-national educational dataset, we show that parent involvement in school activities is not significantly related to overall student performance, but such efforts reduce the performance gap between immigrant and native-born students. This finding suggests that direct participation can reduce social disparities in program outcomes.

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Formalized Parent Participation in Education. A comparative perspective (France, German Federal Republic, England and Wales)

Cited by 12 publications

References 9 publications

The Democratization of the Educational Administration in Argentina: A Comparison of Provincial Policies

The Democratization of the Educational Administration in Argentina: A Comparison of Provincial Policies

Reforming Educational Governance and Management in Egypt: National and International Actors and Dynamics

Social Equity and Clientele Participation: A Cross-National Study of Immigrant Education

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