Effective School Governance: Improving Performance and Reducing Achievement Gaps in Education? A Five Country Comparative and Longitudinal Analysis

有效的学校治理：提高教育绩效并缩小成绩差距？

• 批准号: 461386736
• 负责人: Professor Dr. Richard Münch
• 金额: --
• 依托单位: Seniorprofessur für Gesellschaftstheorie und komparative Makrosoziologie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/461386736?language=en
• 关键词: Effective; Governance; Improving; Performance; Reducing

In the wake of New Public Management (NPM), a paradigm of effective school management based on principal/agent theory has become established worldwide. Its central hypothesis reads that the interaction of school autonomy, strong school leadership, highly qualified teachers, and regular performance tests increases educational performance and reduces performance differences against the effect of family background. This hypothesis is contradicted by the assumption that advantages in the availability of economic, social and cultural capital also become effective in the use of the new control instruments by parents and students, so that inequality in educational performance is maintained. This should be true all the more the greater the social inequality among students. There could be a vertical contrast between high and low educational achievement and a horizontal contrast between autonomous determination of the educational process and heteronomous control over this process, i.e. a stratification of the educational field into an autonomous elite, a middle class torn between expected self-determination and increased controls, and an underclass not reached by the controls. The evidence for these hypotheses will be examined on the basis of five countries selected according to educational regimes: the liberal regime of the United Kingdom, the egalitarian regime of Sweden, which switched to competition in the 1990s, the conservative federal regime of Germany, the regime of teacher professionalism of Finland, and the Confucian regime of South Korea. In the cultural, structural, and institutional context of these countries, NPM's steering instruments experience their own interpretation. This context forms the background and the basis of interpretation for the statistical analyses conducted in this project in three steps. In the first step, the educational field in the respective countries will be explored in its double dichotomy of high versus low educational achievement and autonomy versus heteronomy in the design of the educational process in the years 2000, 2009 and 2015 with the help of a principal component analysis and a multiple correspondence analysis using data from the Programme for International Student Assessment (PISA). In a second step, multi-level regression analyses at the school and student levels using the same data clarify to what extent the steering instruments have increased educational performance during this period and reduced performance differences. In the third step, these analyses are expanded to include the level of the countries that took the PISA test in each of these years. The same factors are recorded at the country level and supplemented by factors of per capita GDP, social inequality, the uniform or structured school system and the educational regime of a country.

在新的公共管理（NPM）之后，基于主要/代理理论的有效学校管理范式已在全球范围内建立。它的中心假设表明，学校自治，强大的学校领导，高素质的教师和定期绩效测试的相互作用可提高教育表现，并减少对家庭背景影响的绩效差异。这一假设与以下假设相矛盾：经济，社会和文化资本的可用性也有效地在父母和学生使用新的控制工具方面有效，因此维持教育绩效的不平等。这应该是正确的，学生之间的社会不平等越大。高教育成就和低教育成就与自主确定教育过程的自主性确定与对这一过程的异性控制之间的水平对比之间可能存在垂直对比，即将教育领域分层为自主精英，这是自主精英，中产阶级的中产阶级撕裂，预期的自我确定与增加的控制和无法通过控件的分类群之间的损失。这些假设的证据将根据根据教育制度选择的五个国家进行审查：英国的自由主义政权，瑞典的平等主义政权，该政权在1990年代转变为竞争，德国保守联邦联邦政权，芬兰教师专业人士和韩国荣誉政策。在这些国家的文化，结构和制度环境中，NPM的转向工具经历了自己的解释。此上下文构成了该项目中统计分析的解释背景和基础，分为三个步骤。第一步，将在2000年，2009年和2015年的设计中，通过国际学生评估计划（PISA）的数据，在2000年，2009年和2015年的设计中，将在2000年，2009年和2015年的设计中探讨各个国家的教育领域的高教育成就与低教育成就与自主权与异质上的双重二分法。在第二步中，使用相同数据阐明指导工具在此期间提高教育绩效并减少绩效差异的多大程度上，对学校和学生级别进行了多层次回归分析。在第三步中，这些分析被扩展到包括在这些年中每年进行PISA测试的国家的水平。同样的因素在国家一级记录，并由人均GDP，社会不平等，统一或结构化学校制度以及一个国家的教育制度的因素补充。