Inside Decentralization: How Three Central American School-based Management Reforms Affect Student Learning Through Teacher Incentives
Inside Decentralization: How Three Central American School-based Management Reforms Affect Student Learning Through Teacher Incentives
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权力下放内部：中美洲三项校本管理改革如何通过教师激励影响学生学习
DOI：
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发表时间：
2007
期刊：
影响因子：
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通讯作者：
Emiliana Vegas
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文献类型：
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作者：
Ilana M. Umansky;Emiliana Vegas
尽管世界各地的教育系统进行了权力下放改革，但很少有经验证据表明权力下放可以改善学生的学习。支持者认为，将决策权下放到地方一级可以改善沟通、透明度和问责制，使教师和校长对更好的表现负有更大的责任，也更有能力实现这一目标。然而，一些研究表明，权力下放会增加不平等，减少弱势学生的学习。本文报告了三个中美洲校本管理改革的回顾性评价。使用匹配技术，这些评估调查改革是否提高了学生的学习，以及他们如何影响管理过程和教师的特点和行为。证据表明，所有这三项改革都导致了管理和教师特征和行为的实质性变化，这些变化解释了学生学习中产生的变化的重要部分。本文有助于理解权力下放改革如何改善学习，并显示了教育改革，即使没有概念化的影响教师的激励措施，可以产生重要的变化，教师，反过来又影响学生的学习。作者2007年。牛津大学出版社代表国际复兴开发银行/世界银行出版。All rights reserved.有关许可，请发送电子邮件至：journals.permissions@ oxfordjournals.org，牛津大学出版社。
Despite decentralization reforms of education systems worldwide, there is little empirical evidence about the processes through which decentralization can improve student learning. Proponents theorize that devolving decisionmaking authority to the local level can improve communication, transparency, and accountability, making teachers and school principals more responsible for better performance and more capable of bringing it about. Yet some research has shown that decentralization can increase inequality and reduce learning for disadvantaged students. This article reports on retrospective evaluations of three Central American school-based management reforms. Using matching techniques, these evaluations investigate whether the reforms enhanced student learning and how they affected management processes and teacher characteristics and behaviors. The evidence indicates that all three reforms resulted in substantive changes in management and teacher characteristics and behavior and that these changes explain significant portions of resultant changes in student learning. This article contributes to the understanding of how decentralization reforms can improve learning and shows how education reforms, even when not conceptualized as affecting teacher incentives, can generate important changes for teachers that, in turn, affect student learning. Copyright The Author 2007. Published by Oxford University Press on behalf of the International Bank for Reconstruction and Development / the world bank . All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org, Oxford University Press.