Policymaking and Democratic Consent

Examining the Impact of National Education Councils on Education Management Policies

“…Eroglu et al ( 2016) and Kılıç & Güven's (2017) research in the context of teachers' training needs and training programs; the research conducted by Uysal (2008) in the context of school management; research by Gottlieb (2019), Redondo (2016) and Suematsu & Tsujino (2018), supports the results of the current research in the context of the contribution of the environment to school management (governance). However, these studies do not explicitly address or explore the themes of organizational structure and legislation as identified in the current research.…”

“…In democratic education, the collaborative involvement of all stakeholders, including parents, students, and teachers, is crucial. Regardless of their diverse roles and positions, stakeholders should be actively included in the decision-making processes (Gottlieb, 2019). Implementing programs so that stakeholders can make the expected contribution to education, ensuring that the program is accepted by stakeholders by providing technical support; A structure supported by school managers, teachers and parents and necessary training should be provided (Heyward, Cannon & Sarjono, 2011).…”

“…This is because the participation of stakeholders in education management is considered necessary for the development of an effective management approach (Redondo, 2016). The active participation of stakeholders contributes to fostering a democratic management approach (Gottlieb, 2019).…”

“…Moreover, it can be observed that the NECs have addressed specific topics such as curriculum and educational policies (İşler, 2016;Yılmaz, 2019), physical education (Gümüşgül and Göral, 2014), preschool education (Altay, 2011), psychological counseling and guidance (Yüksel-Şahin, 2012), and technology (Dağhan et al, 2011). International studies have focused on education management policies in various countries such as the United States (Gottlieb, 2019), Portugal (Redondo, 2016), Japan (Suematsu and Tsujino, 2018), and Brazil and Spain (Batista and Pereyra, 2020). However, these research endeavors either focus on specific perspectives of the NECs or delve into particular aspects of the extensive field of education management, similar to international studies.…”

Beyond Standards: The Fragmentation of Educational Governance and the Promise of Curriculum Reform

“…Even when federal power forced schools to integrate, this often entailed the disastrous side effect of casting Black teachers and principals out of the profession (Thompson, 2017; Dougherty, 2004; Todd-Breland, 2018). 5 More recently, it has been state-level resistance to federal mandates—states’ attempts to shield their systems from the scale of transformation that the spirit of the law demands while still superficially complying with the letter of the law—that has created the most intractable problems with NCLB and ESSA (Gottlieb, 2020). Why should we believe that greater power at the state level will be wielded for the general good?…”