Trends in the Governance and Governing of Schools in England

Abstract

This article identifies and develops themes in changes in the governance and governing of schools in England in the last 40 years. The themes are: the drive to improve school performance and pupil attainment; the depoliticisation of school governing; the development of school governing as managerial scrutiny; the growth in the influence of Ofsted; the increasing diversity of institutional forms and governing structures; the increasingly conflicting roles of school governing bodies; the development of the role of the head teacher in governance; the overall decline in the influence of the local authority in school governing and governance; the changing influences on the stakeholder model; and changes in the nature of governing, effectiveness and future prospects. The analysis draws on recent research reports and relevant statutes, policies and guidance. Two main arguments develop. First, a tension is at work in the system generally between (peripheral/school) autonomy and (central/government) control and direction, which has significant implications for the role of the local authority. Second, the stakeholder involvement and democratic accountability purposes of school governing have shifted towards an explicit purpose of improving institutional performance, which is configured in a relatively narrow way. This change has implications for the way that the legitimacy of school governance is viewed.     

The Nurturing Neighborhood: The Brownsville Boys Club and Jewish Community in Urban America, 1940–1990, by G. Sorin

Abstract

Corporal punishment (CP) refers to the deliberate infliction of physical pain on children in response to an apparent disobedience or disapproved behavior. It is still used in educational settings in numerous nations worldwide, including Bangladesh. Despite the government’s efforts to ban corporal punishment in Bangladesh, the practice is prevalent, with children routinely enduring various punishments in the school system. Questions remain related to how widespread this practice is and whether certain groups of children (e.g., low income or rural) are being affected more severely than others. This article explores the use of physical punishment in Bangladeshi elementary schools and the socioeconomic variables that may be predictors of its use. The primary research questions that guide this article are: (1) do socioeconomic characteristics (i.e., gender, age, education, school type, parental socio-economic status) predict physical punishment in the school system in Bangladesh? and (2) is there a statistically significant relation between poverty and physical punishment for elementary school children in Bangladesh? Findings indicate that of the 450 children included in the sample, more than 86.6% were subjected to at least one form of physical abuse (e.g., hit with a stick or slapped) and types of abuse varied by their demographics. Findings also show that poverty status is a strong predictor of physical punishment in the school within Bangladesh.     

The Effects of Single Parenthood on Educational Aspiration: A Comparative Study of Children in the United Kingdom and Hong Kong

Using data collected by the Organization for Economic Co-operation and Development's Program for International Student Assessment in 2003, this study examines the gap in the educational aspirations of children from single-parent families and two-parent families in the United Kingdom (UK) and Hong Kong. Consistent with previous research on the relationship between cultural orientation and academic motivation, our analysis shows that children in the UK have statistically significant lower levels of educational aspiration than those in Hong Kong. Moreover, children from single-parent families in the UK and Hong Kong are found to have statistically significant lower levels of educational aspiration than those from two-parent families. Further analyses indicate that family capital and school experience are important factors for understanding the negative effects of single parenthood. Finally, we observe that single parenthood has a less negative effect on educational aspiration in the UK than it does in Hong Kong, which can be explained by differences in government family policy and family capital between the two regions. Based on the outcomes from the current analysis, we put forward several policy and service recommendations for improving children's educational aspiration and enhancing family well-being.     

Public Nursery School Costs and the Effects of the Funding Reforms in Japan

Using a panel dataset of 983 municipalities across Japan, this article investigates the impact of the funding reforms in 2004 on public nursery schools’ operating costs. We found that municipalities responded differently to the reforms, depending on their fiscal strength and city scale. In areas with relatively large populations, fiscally stronger municipalities were likely to spend less on public nursery schools in the wake of the reforms, while municipalities in smaller cities spent more. Besides, municipalities that were not compensated for the loss of the national subsidy reduced expenditures in large cities. In small cities, on the other hand, such municipalities actually increased expenditures.     

道德、法律、守法义务之间的系统性理论 自然法学说与法律实证主义关系透视

“恶法命题”是处理道德-法律关系的静态法哲学的核心命题,由于预设了不同的法律观,两个恶法命题非但不构成形式逻辑意义上的反对关系,反而在理论功能、实践效果上具有统一性。恶法命题的真实意义存在于广义的守法环节。守法义务理论既是恶法命题在动态的守法领域的延伸、拓展和应用,又是对恶法命题的呼应、落实和证成。具有耦合关系的恶法命题和守法义务命题在自然法学和法律实证主义的理论体系中,分别构成了前后相继的两个“道德命题”和两个“分离命题”,由此形成的“道德-法律-守法义务之间的系统性理论”,既从理论上说明了两大法学派“不同而相通”是如何实现的,也解释了二者共同维护正义、自由、法治是如何可能的。这一理论实现了法哲学从静态到动态的跃迁,是两大法学派相互争辩、借鉴并彼此补充、深化的结果。     

警校联动促建校园安全管理长效机制

连续多起校园安全事件使校园安全管理问题为社会各界所关注,也引起了各级政府及相关部门的高度重视,然而目前各地所采取的整治措施只能治标而不治本,校园安全管理仍存在诸多问题,充分发挥公安机关警察公共关系部门的作用,与教育、社区统筹整合,最终实现校园安保力量向专业化、专门化和规范化管理转变,建立常态、长效机制,应该是一个可行的方案。     

高职教育模块式教学体系研究——基于物业管理专业试点改革的实证分析

高职教育作为我国国民教育的重要组成部分,改革开放以来有了突飞猛进的发展,但仍然有一些影响高等职业教育可持续发展的深层次问题未能得到解决,最集中的表现是教学模式体系未能适应市场需求。因此,应从改革观念入手构建课程体系,要兼顾提高学生专业技能;在真实工作环境中顶岗实习;注重双师型结构队伍建设;校企合作不能走形式,要形成一定的发展模式。     

浅谈党校期刊的编辑意识

党校期刊要适应时代发展的要求,必须加快编辑观念和编辑行为模式的转变．尤其需要树立良好的编辑意识,即把关意识、职业意识、特色意识、质量意识、创新意识。     

我国高级技工学校的建立及经验启示

高级技工的数量和质量对经济发展具有重要意义.我国高级技工学制培养探索始于20世纪80年代中期,90年代初高级技工学校正式建立.目前学界对这段历史尚缺乏系统研究.本研究通过资料分析,较为完整地展示了该阶段的历史面貌,以揭示其意义和经验.本研究认为:高级技工学制培养有其历史必然性,并经历了周密严谨的试点过程;高级技工学校试...     

GIVING CREDIT WHERE CREDIT IS DUE: ADVANCING THE HIGHLY MOBILE STUDENT POPULATION TOWARD HIGH SCHOOL GRADUATION

Varied curricula among public school districts within the same state often result in localized core courses and high school graduation requirements. This inconsistency makes it difficult for highly mobile students–who make frequent non‐promotional school transfers during the school year–to obtain full or partial credit for successfully completed coursework, hindering progress toward graduation and increasing dropout rates. While student mobility permeates all communities, it is particularly devastating to some of the most vulnerable children in our society, including homeless children, foster youth, children from low‐income and single‐parent households, migrant students, youth in juvenile correctional facilities, and children of military families. Current federal legislation addresses only some of these groups, leaving many students underserved by the education system. This Note advocates for states to adopt legislation that specifically requires a standardized credit‐recognition system, allowing schools to award full and partial credit for coursework completed elsewhere within the state. Specifically, it addresses the importance of keeping highly mobile students in their schools of origin, when it is in their best interest. It further focuses on the need for state and local policies to require school districts to award and accept full and partial credit for coursework completed in another in‐state school district.