Veto Players, Path Dependency, and Reform of Public Aid Policy toward Private Schools: Australia, New Zealand, and the United States

Zehavi, Amos

doi:10.5129/001041512800078922

Cited by 16 publications

(14 citation statements)

References 10 publications

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“…His research found the introduction of vouchers and free school choice to be highly correlated with different institutional rules for political decision making: in short, the capacity for reform was higher in Sweden than the US or Germany as political power is more concentrated in the hands of the central government than in the other two cases, both of which are federal states. Institutional reasons for divergent trajectories as regards the provision of public aid to private schools in Australia, New Zealand and the US were also given by Zehavi (2012a).…”

Section: Literature and Theorymentioning

confidence: 99%

The Expansion of “Private” Schools in England, Sweden and Eastern Germany: A Comparative Perspective on Policy Development, Regulation, Policy Goals and Ideas

West

Nikolai

2017

Journal of Comparative Policy Analysis: Research and Practice

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Section: Literature and Theorymentioning

confidence: 99%

The Expansion of “Private” Schools in England, Sweden and Eastern Germany: A Comparative Perspective on Policy Development, Regulation, Policy Goals and Ideas

West

Nikolai

2017

Journal of Comparative Policy Analysis: Research and Practice

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“…While I have shown that the theory advanced here fits with the evidence, the findings are all the stronger if the theory out‐performs the alternatives. Studying Australia, New Zealand, and the United States, Zehavi () finds that the power of teachers’ unions and the existing private school sector are important determinants of marketisation policy. However, for the England–Sweden comparison, these lines of argument work far less effectively.…”

Section: Discussionmentioning

confidence: 99%

“…The past few decades have seen the diffusion of ideas relating to competition, privatisation and marketisation among education policy makers across a broad range of countries (e.g., Gingrich ; Klitgaard , ; Zehavi , ). While this diffusion has been relatively broad, there has been notable cross‐national variation in the extent to which it has found expression in public policy.…”

Section: Introductionmentioning

confidence: 99%

Inequality, marketisation and the left: Schools policy in England and Sweden

Hicks

2015

European J Political Res

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It is argued in this article that the marketisation of schools policy has a tendency to produce twin effects: an increase in educational inequality, and an increase in general satisfaction with the schooling system. However, the effect on educational inequality is very much stronger where prevailing societal inequality is higher. The result is that cross-party political agreement on the desirability of such reforms is much more likely where societal inequality is lower (as the inequality effects are also lower). Counterintuitively, then, countries that are more egalitarian -and so typically thought of as being more left-wing -will have a higher likelihood of adopting marketisation than more unequal countries. Evidence is drawn from a paired comparison of English and Swedish schools policies from the 1980s to the present. Both the policy history and elite interviews lend considerable support for the theory in terms of both outcomes and mechanisms.

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“…Finland and Iceland have limited private independent school systems, whereas two thirds of the total student population in the Netherlands are found in private confessional schools (The Structure of the European Education Systems, 2014/15). Independent schools in Australia are steadily increasing through private organisations whose focus is on compensating for low socioeconomic conditions (Zehavi, 2012). The Scottish private school system has old ancestries (Swedish National Agency for Education, 2007) and in England independent schools may get state support for admitting students with different diagnoses, such as dyslexia, and especially gifted children (Rix, 2011).…”

Section: The Emergence Of Independent Schools In Swedenmentioning

confidence: 99%

Characteristics of Independent Schools Directed at Students in Need of Special Support: A Study of School Website Presentation

Anderson

Möllås

Ohlsson³

2019

PEC

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The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools’ website presentations, which were processed and analysed in consecutive steps. The results showed that the students’ complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments. Keywords: inclusive education, independent schools, students in need of special support, treatment methods, website presentation.

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Veto Players, Path Dependency, and Reform of Public Aid Policy toward Private Schools: Australia, New Zealand, and the United States

Cited by 16 publications

References 10 publications

The Expansion of “Private” Schools in England, Sweden and Eastern Germany: A Comparative Perspective on Policy Development, Regulation, Policy Goals and Ideas

The Expansion of “Private” Schools in England, Sweden and Eastern Germany: A Comparative Perspective on Policy Development, Regulation, Policy Goals and Ideas

Inequality, marketisation and the left: Schools policy in England and Sweden

Characteristics of Independent Schools Directed at Students in Need of Special Support: A Study of School Website Presentation

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