School-Based Management and Educational Reform in the United States and Spain

Hanson, E. Mark

doi:10.1086/446977

Cited by 21 publications

(12 citation statements)

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“…Ello explica que el horizonte sobre el que se implementa en la actualidad la reestructuración de la organización educativa haya hecho de la cultura de la organización el horizonte fundamental de su estrategia de cambio, pretendiendo reconducir todas las transformaciones y sus antinomias a través de una supuestamente nueva cultura profesional de la calidad y la excelencia importada de los modelos post-fordistas de reorganización industrial (véase nota 3), y en la que quiere verse la posibilidad de un nuevo patrón de motivación y lealtad al cambio, aunque en realidad parece suscitar es una generalizada indiferencia acomodaticia. E. Mark Hanson (1990) resume los criterios de la desregulación y descentralización organizativas actuales en cuatro grandes vectores: desconcentración (en la que hay transferencia de tareas pero no redistribución de la autoridad), participación (en la que se reconoce una mayor participación de los subordinados en la toma de decisiones pero no en los estadios definitivos de esta), delegación (en la que hay una auténtica transferencia de autoridad en la toma de decisiones) y devolución (en la que la autoridad se traspasa a una unidad independiente que actúa de forma autónoma). Sin embargo, la contraposición entre la autonomía reclamada por la organización neoliberal frente al burocratismo previo no es tan clara debido a tres razones:…”

Section: Reconfiguración Neoliberal De La Oferta Educativaunclassified

Restructuring higher education. Ideological Postmodernism, liberal professionalization and educational deregulated market

Sánchez

Sanchez²

2013

ATHENEAD

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La clave del modelo implícito en la actual reestructuración educativa reside en la correlación existente entre una epistemología postmoderna que cuestiona todo anclaje epistemológico, la nueva gestión de la cultura organizativa, la reconceptualización del trabajo docente en términos de una nueva profesionalización y por último, el discurso de la calidad y la excelencia que proporciona cobertura ideológica a todo ello. La financiación de la demanda que ha transformado a las universidades en PYME, obligadas a reducir sus costes para alcanzar la autosuficiencia financiera e incluso obtener ganancias, cierra en términos neoliberales la ubicación de las enseñanzas superiores en un modelo económico del saber que se sitúa fuera del control de las instituciones educativas. (Herbert Marcuse, 1964. Palabras clave Mercado IntroducciónComo suele ser habitual en política, la forma más segura de aplacar toda resistencia contra un proceso regresivo es exhibirlo ante la opinión publicada -que no pública-según la demagógica estrategia que consiste en decirle a la gente, a propósito de tal proceso, tan sólo lo que le agradará escuchar (Pardo, 2008). Los equipos de "economistas de la educación" que han venido ocupando los equipos ministeriales de los últimos gobiernos del Estado español, incluido el actual, han presentado este asunto como una 197 Domínguez Sánchez, Mario y Sánchez Estellés, Isis (2013). Reestructuración de la enseñanza superior. Postmodernidad ideológica, profesionalización liberal y mercado desregulado de la educación. Athenea Digital, 13(1),[197][198][199][200][201][202][203][204][205][206][207][208][209][210][211][212][213][214][215]

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Section: Reconfiguración Neoliberal De La Oferta Educativaunclassified

Restructuring higher education. Ideological Postmodernism, liberal professionalization and educational deregulated market

Sánchez

Sanchez²

2013

ATHENEAD

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“…Centralisation vs. decentralisation being a continuum, there can only be certain degrees of centralisation or decentralisation and not one or the other. It is in such a context that educational reform analysts note that the efforts to centralise school governance and attempts to move authority to local units appear as alternating patterns in reform plans and proposals (Malen et al 1991;Mirel 1990;Hanson 1991;Elmore 1993;Tyack 1993). Major political parties belonging to both sides of the political divide have been generally supportive of this new policy.…”

Section: Why Do We Need Decentralisation and School-based Management mentioning

confidence: 99%

“…In 1976, Spain, after four decades of dictatorial rule by General Franco, introduced SBM as a step towards training its citizens to democratic institutions (Hanson 1991). The release of the report A Nation at Risk by the National Commission on Excellence in Education of the United States in 1983 (NCEE, 1983) led to the introduction of sweeping reforms in almost all American states (Ginsberg and Barry 1990;Gamage, 1996a;Arnott and Raab 2000).…”

Section: Global Trends In Decentralisation and Sbmmentioning

confidence: 99%

Decentralisation, School-Based Management, and Quality

Zajda¹,

Gamage²

2009

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Book series overviewThe Globalisation, Comparative Education and Policy Research book series aims to meet the research needs of all those interested in in-depth developments in comparative education research. The series provides a global overview of developments and changes in policy and comparative education research during the last decade. Presenting up-to-date scholarly research on global trends, it is an easily accessible, practical yet scholarly source of information for researchers, policy makers and practitioners. It seeks to address the nexus between comparative education, policy and forces of globalisation, and provides perspectives from all the major disciplines and all the world regions. The series offers possible strategies for the effective and pragmatic policy planning and implementation at local, regional and national levels.The book series complements the International Handbook of Globalisation and Education Policy Research. The volumes focus on comparative education themes and case studies in much greater scope and depth than is possible in the Handbook.The series includes volumes on both empirical and qualitative studies of policy initiatives and developments in comparative education research in elementary, secondary and post-compulsory sectors. Case studies may include changes and education reforms around the world, curriculum reforms, trends in evaluation and assessment, decentralisation and privatisation in education, technical and vocational education, early childhood education, excellence and quality in education. Above all, the series offers the latest findings on critical issues in comparative education and policy directions, such as: No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.Printed on acid-free paper Springer is part of Springer Science + Business Media (www.springer.com) To Rea, Nikolai, and Dorothy PrefaceThis book, which is the eighth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses in decentralisation, school-based management (SBM) and quality in education globally. This book, which focuses on decentralisation and SBM as a governance strategy in education, presents theoretical aspects of the phenomenon of decentralisation/privatisation and contextualises them within the education research literature. It provides an easily accessible, practical yet scholarly source of information concerning the dynamics of decentralisation and SBM that normally take place when reforms are instituted to decentralize authority and power. Above all, the authors offering the latest findings regarding major discourses in decentralisation, SBM and qualit...

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“…Education management through the application of School Based Management (SBM) is believed to be able to replace the old centralized pattern. Centralized management is identified as the cause of the rate of achievement of the quality of education [3].…”

Section: Introductionmentioning

confidence: 99%

School-Based Management in Indonesia: Decision-Making, Problems, and Problem-Solving Strategy

Rini¹,

Sukamto²,

Ridwan³

et al. 2020

Proceedings of the International Conference on Progressive Education (ICOPE 2019)

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This paper seeks to answer the questions 1) What decision making is practiced in School Based Management (SBM) in Indonesia ?, 2) What problems are faced in implementing SBM in Indonesia?, 3) What strategies do practitioners do in dealing with problems? SBM can facilitate practitioners in terms of school committee involvement in strategic decision making in term of school missions, vision, objectives, repairmen of building, funds, new classroom, programs and teaching and learning process, facilities preservation, student conduct policies, canteen management, governing of fund income, choosing educator, choosing teachers, choosing principals, choosing administrative staff, choosing textbooks, curriculum development. Problems encountered include inadequate parental participation, weakness in selfgoverning, coordination handicap, principal and school committee role overlap, weakness in school leaders and professional improvement for, school appliances constrain, SBM understanding constrain, inadequate school finance. The strategies or creativity used in resolving problems include: seeking advice and support from other school stakeholders, the principal and staff discussing and agreeing on strategies to implement change collaboratively, principals consider themselves to be team members, delegate authority. There is an agreement between the school and the school committee on reducing workload.

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School-Based Management and Educational Reform in the United States and Spain

Cited by 21 publications

References 0 publications

Restructuring higher education. Ideological Postmodernism, liberal professionalization and educational deregulated market

Restructuring higher education. Ideological Postmodernism, liberal professionalization and educational deregulated market

Decentralisation, School-Based Management, and Quality

School-Based Management in Indonesia: Decision-Making, Problems, and Problem-Solving Strategy

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