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From national planning to classroom practice: Comparing education in two low-income districts, Port City, United States of America and Montvelier, France (New Jersey).

机译：从国家计划到课堂实践：比较两个低收入地区的教育，这两个地区分别是美国的波特兰市和法国的蒙特韦利尔（新泽西州）。

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Advanced industrialized countries share an "achievement gap" between students from low-income and high-wealth school districts, despite the different structures of their governments. The USA and France have nationally attempted to restructure their school systems in order to close the gap, but in different directions. Both the perceived "expansionsist" policies of the USA and the "retrenchment" efforts of France have faced challenges that require a reevaluation of their top-down approach to school reform. This dissertation took a cultural-institutionalist approach, one that considers the strength of institutions and historical and cultural perspectives of ground-level implementers as critical to implementation, to examine the relationship between national planning and education in two urban school districts, Port City, USA and Montvelier, France during the 2002-2003 and 2003-2004 school years respectively. Through interviews with teachers and administrators and observations of classrooms in both settings, the dissertation measured whether educational decision-making in the school districts had evolved toward national planning goals. Results indicated that Port City had made significant strides towards following a national model, except in the amount of content delivered and the teaching methods employed. This change was due to the strong institutional framework established by the state of New Jersey, interest group support and the history of education policymaking in the USA. Montvelier, by contrast, showed little or no change towards a decentralized model of education for two primary reasons. First, reforms were split into two types, one broad governmental reform for all policy areas, not just education, and one targeted education policy for low-income students with little impact on other students. Second, ZEP/REPS, the targeted policy, did not mandate restructuring of French education. The dissertation suggests that a "backward mapping" policy analysis approach would help each country further achieve its educational planning goals.

机译：尽管政府的结构不同，发达的工业化国家在低收入和高财富学区的学生之间也存在“成就差距”。美国和法国在全国范围内尝试重组其学制，以缩小差距，但方向不同。美国公认的“扩张主义”政策和法国的“裁员”政策都面临挑战，需要重新评估其自上而下的学校改革方法。本论文采用一种文化-制度主义的方法，该方法认为机构的力量和地面实施者的历史文化观点对实施至关重要，它研究了美国城市港口两个城市学区的国家计划与教育之间的关系。和法国Montvelier，分别在2002-2003和2003-2004学年期间。通过与教师和管理人员的访谈以及在这两种情况下对教室的观察，论文测量了学区的教育决策是否已朝着国家计划目标发展。结果表明，除提供的内容数量和采用的教学方法外，波特城在遵循国家模式方面已取得了重大进展。这种变化是由于新泽西州建立了强大的制度框架，利益集团的支持以及美国教育政策制定的历史。相比之下，出于两个主要原因，蒙特维利尔对分散式教育模式几乎没有改变。首先，改革分为两种类型，一种是针对所有政策领域的广泛政府改革，而不仅仅是教育；一种针对低收入学生的针对性教育政策，对其他学生的影响很小。第二，ZEP / REPS是一项有针对性的政策，并未要求对法国教育进行重组。论文认为，“向后映射”政策分析方法将有助于每个国家进一步实现其教育计划目标。

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作者
Slocum, Sasha Blechinger.;
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作者单位

Brandeis University.;

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授予单位 Brandeis University.;
学科 Political Science General.; Education Administration.
学位 Ph.D.
年度 2006
页码 379 p.
总页数 379
原文格式 PDF
正文语种 eng
中图分类政治理论;教育;
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From national planning to classroom practice: Comparing education in two low-income districts, Port City, United States of America and Montvelier, France (New Jersey).

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