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Beyond rather general complaints about budgets not matching the necessary costs of ‘integration’, financial aspects have not obtained much attention in special education research. The importance that different fiscal frameworks may play in shaping equality policy programmes towards different organisational forms at the national, district or school levels, has to a large extent been overlooked. Most equality policy programmes imply a relatively high degree of autonomy being given to the school‐site level, but few studies have so far systematically analysed how such funding streams are mobilised and put into use by administrators and teachers at the local school level. As a means a highlighting some of these questions we report on a study that has (a) analysed the relations between income level and expenditure on special education in Norwegian municipalities, and (b) made attempts at examining possible connections between organisational quality and level of expenditure on special education in four strategically sampled schools. 相似文献
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This paper aims to better understand economists’ increasingly influential voice to the conversation of schooling and education. It draws on curriculum theory to develop a framework for analysis of current economic research in education. The framework consists of the following tri-partition: the political, the practical, and the programmatical. Through this framework, the authors are able to discuss a broad range of economics of education articles. The aim is 2-fold: partly to convey important insights into findings and tools of relevance to educational research, but ultimately to improve curriculum research. This study draws attention to areas of educational research, and particularly curriculum theory, where the insights of economists might be used with caution and in light of current thinking in curriculum research. A central finding from the analysis is that the two traditions (education and economics) are more complementary than conflicting. Yet, it is argued that, by failing to engage with educational literature, economists included in this review greatly over-simplify schooling and education. 相似文献
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