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Title
Comprehensive and sustainable? U.S. education reform from a neo-institutional perspective
Authors
SourceTertium comparationis 20 (2014) 1, S. 81-109 ZDB
Document  (513 KB)
License of the document In copyright
Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN0947-9732; 09479732
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):This article evaluates the major U.S. education reform initiatives of President Obama ('Race to the top'; RTTT) and former President Bush ('No Child Left Behind'; NCLB). By drawing on the theory of neo-institutionalism, the authors develop a matrix to evaluate these two education reform initiatives as well as the resistance they faced on the local and state level. By categorizing RTTT and NCLB, they argue that both reform initiatives are based in large part on economical thinking leaving behind disadvantaged students and schools, and, are implemented in a strict top-down manner, excluding local level actors (e.g. teachers' unions) from reform implementation processes. Thus, RTTT and NCLB are neglecting local norms and interests that are necessary for building a legitimate and sustainable foundation for education reform. (DIPF/Orig.)
Abstract (German):George W. Bush und Barack Obama – zwei ganz unterschiedliche Präsidenten eines Landes. Beide Präsidenten stehen jeweils auch für substanzielle Reformen im Bildungssystem. Im Beitrag geht es um die Analyse von zwei top-down initiierten Reformen, deren Ziele und Kosten, aber auch um deren Akzeptanz in den Bildungseinrichtungen und abschließend auch um die Möglichkeiten, zukünftig entsprechende Vorhaben zielgruppengerechter zu initiieren und zu implementieren. (DIPF/Orig.)
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Date of publication03.07.2020
CitationPrescher, Thomas; Werle, Sebastian: Comprehensive and sustainable? U.S. education reform from a neo-institutional perspective - In: Tertium comparationis 20 (2014) 1, S. 81-109 - URN: urn:nbn:de:0111-pedocs-202996 - DOI: 10.25656/01:20299
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