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What is international about International Schools? An institutional legitimacy perspective 总被引:1,自引:0,他引:1
In recent years, the number of International Schools around the world has increased rapidly largely as a result of growth of new forms of International Schools, which differ markedly from the traditional forms. These new forms: are often operated on a for-profit commercial basis; are usually for children from the local (indigenous), wealthy population; and have been defined as International Schools because they are located in a non-English speaking country and English is the school’s medium of communication. The growth of International Schools of the non-traditional type raises issues about the legitimacy of such schools. These new forms of International School face particular challenges in establishing themselves legitimately as ‘international’. In this article, we develop a framework which is grounded in institutional theory to analyse the institutionalisation of and the consequent legitimacy of International Schools. We use the three pillars of institutionalisation which, by means of carriers, underpin the institutionalisation of organisations. We employ this framework to analyse and illustrate the legitimacy of a school’s claim to be an International School and also to bring to light the challenges that schools face in establishing a legitimate claim to be ‘international’. 相似文献
35.
Sue Middleton 《British Journal of Sociology of Education》2008,29(2):125-136
Recent restructuring of research funding for New Zealand’s higher education institutions is ‘outputs‐driven’. Under the Performance Based Research Fund, units of assessment of research quality are individuals, every degree teacher receiving a confidential score of A, B or C (if deemed ‘research active’) or ‘R’ (‘Research Inactive’). Despite its relatively high number of A and B rated individuals, Education’s collective ranking was low. I interviewed staff and draw on Bernstein to explore how this process affects professional identity formation, a process involving engagement with changing ‘official’ external identities. I overview Bernsteinian concepts, historicise Education’s changing official identities and illustrate how these enabled and constrained participants’ self‐definitions before, during, and immediately after, the quality evaluation. The imposition of audit culture reproduces old theory/practice binaries. 相似文献
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Tristan McCowan 《Higher Education》2007,53(5):579-598
Access to higher education in Brazil is to a large extent restricted to the higher socio-economic groups. Public universities
have limited places and entry is determined by highly competitive exams, thereby excluding those who have not had a high quality
secondary education or attended an expensive preparatory course. There has been considerable growth in the private sector
to absorb the excess demand, but the majority of Brazilians cannot afford the fees. This paper develops a concept of equity
in higher education in which, firstly, there should be sufficient places in the system as a whole and, secondly, all people
should have a fair opportunity of attending the university of their choice regardless of socio-economic background. Recent
efforts to expand access are analysed, including incentives for the growth of private universities, student loans and the
new Prouni initiative, in which private institutions provide free places to low-income students in return for tax exemptions.
While these initiatives have the potential to increase the total number of places, they will not lead to an equitable expansion,
as disadvantaged students will still be confined to courses of lower quality or with lower subsequent value on the employment
market. Initiatives aimed at the public sector such as the introduction of quotas and changes to entry examinations are also
discussed. Finally, some implications for future policy development are outlined.
An earlier version of this paper was presented at the World Congress of Comparative Education Societies, Havana, 25th–29th
October 2004. 相似文献
38.
Kimberly Lenease King Irene S. Houston & Renée A. Middleton 《British Journal of Educational Studies》2001,49(4):428-445
Numerous authors identify a white supremacist ideology that shapes the educational opportunities for racially diverse students. We contend that this ideology informs educational policy and hampers the likelihood that racially diverse populations can achieve success at levels similar to students of European descent. In this paper we define the white supremacist ideology as it informs education policy and practices. Three examples from the United States are then used to illustrate the influence of such an ideology. These examples include the creation and protection of racially segregated schooling; desegregation policies; and the current uses of school report cards. We conclude with the relevance of this discussion to educational debates in Great Britain and South Africa, and recommendations to minimise the influence of this ideology on education policy and school reform efforts. 相似文献
39.
Michael Prosser Elaine Martin Keith Trigwell Paul Ramsden Heather Middleton 《Instructional Science》2008,36(1):3-16
There has been a growing research debate over the relations between university teaching and research. This paper contributes
to that debate by describing the variation in the way university academics’ experience research, then linking that empirical
evidence with previous work to explicate the relations between variation in research, teaching, and understanding of the subject
matter being taught. Previous investigations have shown that conceptual change/student-focussed approaches to teaching are
associated with clear articulation of the important aspects of the subject matter being taught, how those aspects relate to
each other, and how the teacher situates their understanding of the subject matter in the field as a whole. However, teachers
who were unable to explain their understanding of their subject matter in these ways were more likely to experience their
teaching as a process of information transfer from a teacher-focussed perspective. Since the characteristics of the first
type of understanding subject matter resemble processes underlying the experience of active researchers, these findings seemed
to justify a more intensive search for evidence of the link between effective university teaching and research. Interviews
have been conducted with 37 university teachers who had strong publication and grant success records and who were teaching
and researching in similar topic areas. They represent a range of disciplines and universities, and from both the UK and Australia.
The study methods and results are described and we conclude that qualitative variation in the experience of research is related
(a) moderately to experience of teaching and (b) strongly to experience of understanding the subject matter.
相似文献
Keith TrigwellEmail: |
40.
John Middleton Alan Hancock Chris Duke Phil Harris Abul Masan M.A. Rodrigues Dias 《Communication Booknotes Quarterly》2013,44(6):63-66
Approaches to Communication Planning edited by John Middleton (1980, 300 pp.) Communication Planning for Development: An Operational Framework by Alan Hancock (1981, 198 pp.) Impact of Modern Communication Technology I: Australia, by Chris Duke (n.d., 122 pp.) Impact of Modern Communication Technology II: Indonesia (n.d., 72 pp) Flow of News in the Gulf, by Phil Harris, et al. (n.d., 70 pp.) Protection of Journalists (no author, n.d., but 142 pp.) 82. The Book in Multilingual Countries by Abul Masan (1978, 40 pp.) 83. National Communication Polic Councils: Principles and Experiences by M.A. Rodrigues Dias, et al. (1979. 44 pp.) 84. Mass Media: The Image, Role, and Social Conditions of Women: A Collection and Analysis of Research Materials (1979, 78 pp.) 85. News Values and Principles of Cross-Cultural Communication (1980, 51 pp.) (86) Special Issue: Mass Media Codes of Ethics and Councils: A Comprehensive International Study on Professional Standards by J. Clement Jones (1980, 80 pp.) 87. Communication in the Community (this title not yet seen) 88. Rural Journalism in Africa by Paul Ansah, et al. (1981, 35 pp.) 89. The SACl/EXERN Project in Brazil: An Analytical Case Study by Emile G. Mc- Anany et al. (1981, 46 pp.) 90. Community Communications: The Role of Community Media in Development by Frances Berrigan (1981, 50 pp.) 1. Historical Development of Media Systems–Japan by Shinichi Ito, et al. (1979, 69 pp.) 2. Historical Development of Media Systems–German Democratic Republic by Emil Dusiska (1979, 35 pp.) 3. Communication Indicators I: Communication Indicators and Indicators of Socio-Economic Development by Rita Cruise O'Brien, et al. (1979, 96 pp.) 4. Communication Indicators II: 100 Years of Mass Communication in Germany by Anton Galli, et al. (1979, 28 pp.) 5. Sccio-Economic and CommunicatioA Indicators in Development Planning: A Case Study of Iran by Majid Tehranian (n.d., 126 pp.) 6. Communication Methods to Promote Grass-Roots Participation by Jeremiah O'Sullivan-Ryan (n.d., 155 pp.) 7. Importation of Films for Cinema and Television in Egypt by Gehan Rachty (n.d., 77 pp.) Reporting of International News and Roles of the Gatekeepers (1980) is a summary of two late 1979 meetings on the subject in Paris. (18 pp.) Intergovernmental Conference on Communication Policies in Africa (1981, 81 pp. plus 47 page working paper for same meeting) Intergovernmental Conference for Co-operation on Activities, Needs and Programmes for Communication Development (1980, 65 pp. plus 32 page working paper) List of Documents and Publications in the Field of Mass Communication 1979 (no. 5 in the series, 1980, 187 pp.) Mass Media and the Transnational Corporation by Basskaran Nair (Singapore: Singapore University Press, 1980—$12.50/7.50) Mass Media and National Cultures, by the International Association for Mass Communication Research (Leicester, U.K.: Adam Bros., and Shardlow Ltd., 1980—price not known, paper) Organisations Internationales et Regionales de Journalistes [International and Regional Organizations of Journalists] (Prague: International Organization of Journalists, 1980—price, if any, not given, paper) Bruce L. Cook, Understanding Pictures in Papua New Guinea (David C. Cook Foundation, Cook Square, Elgin, Ill. 60120—$8.95, paper) Paul Lendvai, The Bureaucracy of Truth: How Communist Governments Manage the News (Boulder, Colo.: Westview Press, 1981—$24.75) 相似文献