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.

随着新公共管理（NPM）的兴起，基于委托/代理理论的有效学校管理范式在全球范围内建立起来。其中心假设是，学校自治、强有力的学校领导、高素质教师和定期绩效测试的相互作用可以提高教育绩效，并减少家庭背景影响下的绩效差异。这一假设与以下假设相矛盾：经济、社会和文化资本的优势在家长和学生使用新的控制工具时也会变得有效，从而维持教育绩效的不平等。学生之间的社会不平等越大，这一点就更应该如此。教育成就高低之间可能存在纵向对比，教育过程的自主决定与教育过程的他治控制之间可能存在横向对比，即教育领域分层为自主精英、在预期自决和加强控制之间左右为难的中产阶级和不受控制影响的下层阶级。这些假设的证据将在根据教育制度选择的五个国家的基础上进行检验：英国的自由主义制度、20世纪90年代转向竞争的瑞典的平等主义制度、德国的保守联邦制度、芬兰的教师专业主义制度和韩国的儒家制度。在这些国家的文化、结构和制度背景下，NPM 的指导工具有其自己的解释。这一背景构成了本项目分三个步骤进行的统计分析的背景和解释基础。第一步，利用国际学生评估项目（PISA）的数据，通过主成分分析和多重对应分析，在2000年、2009年和2015年的教育过程设计中，以高与低教育成就、自主与他律的双重二分法来探讨各国教育领域的情况。第二步，使用相同的数据在学校和学生层面进行多层次回归分析，阐明指导工具在多大程度上提高了这一时期的教育表现并减少了表现差异。第三步，将这些分析扩展到包括每年参加 PISA 测试的国家/地区的水平。同样的因素也记录在国家层面，并辅之以人均国内生产总值、社会不平等、统一或结构化的学校系统以及国家的教育制度等因素。