Toward a Political Economy of Educational Innovation

Papagiannis, George J.; Klees, Steven J.; Bickel, Robert

doi:10.2307/1170313

Cited by 7 publications

(13 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…151 The classic reference here is Berman and McLaughlin (1978). See also Goodlad (1975) and Papagiannis, Klees, and Bickel (1982). 152 See Clune (1988) for a synthesis of the research on school effectiveness, school improvement, and staff development in terms of models for school communication.…”

Section: Notesmentioning

confidence: 99%

Chapter 5: The Organization of Effective Secondary Schools

Lee

Bryk

Smith

1993

Review of Research in Education

View full text Add to dashboard Cite

From its inception in the 1960s, the major focus of large-scale quantitative investigations of school effects has been on the issue of equal opportunities in education for disadvantaged and minority students. For two decades, school effects research attempted to identify the best way to deploy new federal resources for advancing educational equity. Beginning with the publication of the Equality of Educational Opportunity Report by James Coleman and others in 1966, this type of research was based on two different (but not inconsistent) conceptual frameworks. One, with an economic orientation, focused on school effectiveness as a series of input-output analyses (i.e., production functions) that were meant to estimate the impact of such fiscal resources as average teachers' salaries, books in the library, and class size on the average achievement of students in particular schools. Another strand, involving mainly sociologists, pursued issues of social stratification. Work using this second framework examined the role of education in status attainment. With years of schooling as the key independent variable, the primary focus was on the consequences of schooling for occupational and social mobility. 1 Both strands of school effects research in its early manifestation were conceptualized with a functionalist orientation based on human capital theory. Although seeking answers to ostensibly different questions, these two streams of work shared a common viewpoint: They conceived the organizational structure of a school as a "black box." As such, the in-

show abstract

Section: Notesmentioning

confidence: 99%

Chapter 5: The Organization of Effective Secondary Schools

Lee

Bryk

Smith

1993

Review of Research in Education

View full text Add to dashboard Cite

show abstract

“…On the top of it 67% teachers, 9% parents and 24.5% students agree that political instability is the major cause of social exclusion of people from education sector. The researcher concluded the work of Papagiannis, et al (1982) 34.5% parents and 68.5% students agree that injustice is the major cause of social exclusion of people from education sector. Thus 67.5% teachers, 45% parents and 38% students agree that low literacy rate is the foremost cause of social exclusion of people from education sector.…”

Section: Concluded That Education Equip the People With The Innovativmentioning

confidence: 93%

“…On the other hand 68.5% teachers, 34.5% parents and 22% students agree that political interference is the dominant cause of low access of children and their families to education sector. As mentioned by Papagiannis, et al (1982) (PRSP, 2003). In addition to these 39.5% teachers, 42.5% parents and 63.5% students agree that presence of ghost schools is the dominant cause of low access of children and their families to education sector.…”

Section: Concluded That Education Equip the People With The Innovativmentioning

confidence: 97%

“…On the other hand other obstructions are government failure, institutional shortcomings, corruption and juridical independence that hamper the process of development in education sector of Pakistan (Kanu, 1996). In addition to this remoteness, extreme poverty, disability, political instability, cost of schooling and policy weakness are the major constraints in education sector of Pakistan (Papagiannis, et al 1982). Cultural tents always preferred boys to acquire education because it is expected that they will peruse social mobility in order to fulfill the expectations of family (Glaney, 2004).…”

mentioning

confidence: 99%

See 1 more Smart Citation

A Sociological Analysis of Education as a Prerequisite for the Process of Development: A Case of Southern Punjab (Pakistan)

Sattar

2012

IJLD

View full text Add to dashboard Cite

show abstract

“…However, federal and state initiated reforms often mask ideological commitments under technological rhetoric. The acceptance of a simple human capital version of social efficiency and the focus on technical changes suggest a wider consensus on goal priorities and social well-being than may exist in American society (Papagiannis, Klees, & Bikel, 1982). The rush to reform at the state level has left unexamined many issues pertaining to ends or values to be attained through particular reforms.…”

Section: Hidden Ideological Issuesmentioning

confidence: 99%

Between exhortation and reform—Recent U.S. experience with educational change

1988

View full text Add to dashboard Cite

Educational reform movements in the United States reflect the social and political contexts and traditions of a country with few educational controls at the centre, an agenda accessible to a wide range of interests, media that can quickly attract and focus public attention, and a persistent faith in the potential of education. This mix of conditions tends to generate waves and troughs of policies and programs of educational changemperiods of intense interest in education followed by periods of public neglect, when other social institutions have captured the media's attention and forcefully intruded on the public agenda (Kirst & Meister, 1985). These contexts and traditions also frequently give attempts to effect educational reform the dramatic and inspirational character and rhetoric of religious revival movements or mobilization efforts for national defence (Meyer, 1984). Calls for reforms are preceded by cries of crisis, and the attractive rewards of successful change are contrasted with the stark dangers of failure represented by continuance of the status quo (Cornbleth, 1986).There are, of course, educational changes initiated through the more mundane processes of the educational bureaucracy and the legislative and judicial bodies. Over time, structural, programmatic, and managerial changes have been undertaken to respond to the expanding numbers as well as the changing social, economic, and ethnic mix of students, and the increasingly broad array of socializing functions assigned to U.S. schools. Moreover, locally initiated innovations often occur at the local level. However, many major educational changes have languished in the proposal stage until spurred by a nation-wide reform movement. Thus, at least in terms of significant new directions, it sometimes appears that reform is the normal way of doing things in America (Cornbleth & Adams, 1987).Our purpose here is to review the major U.S. educational changes proposed and enacted during the 1980s. The focus is at the state level. The intent is not to enter into debate on the merits of the reforms but to try to understand the proposed reforms from the perspective of planned educational change. Thus, attention is directed to the nature of the proposed educational reforms, how they came about and, particularly, their prospects for implementation, a Changing Federal and State Relations in EducationAttention to significant changes in federal policy and federal-state relations in education during the last three decades illuminates recent reforms. The National

show abstract

Toward a Political Economy of Educational Innovation

Cited by 7 publications

References 0 publications

Chapter 5: The Organization of Effective Secondary Schools

Chapter 5: The Organization of Effective Secondary Schools

A Sociological Analysis of Education as a Prerequisite for the Process of Development: A Case of Southern Punjab (Pakistan)

Between exhortation and reform—Recent U.S. experience with educational change

Contact Info

Product

Resources

About