| Description |
1 online resource (xvi, 402 pages) : illustrations |
| Series |
International perspectives on education and society, 1479-3679 ; v. 7 |
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International perspectives on education and society ; v. 7.
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| Contents |
Cover -- Contents -- List of Contributors -- Foreword -- Effects of World Models on National Educational Systems -- World Effects vary Depending on National and Local Circumstances and Interests -- World Models Expand the Role of Education in the National-State -- Creating the Global Educational System -- Expanding the Identity of the Schooled Person -- References -- The Symbiotic Relationship between Empirical Comparative Research on Education and Neo-Institutional Theory -- The Worldwide Education Revolution -- Institutionalism as Conceptual Advantage -- The Comparative Advantage of World Culture -- The Institutional Quality of Formal Education -- Expectations about the Form and Operation of Schools -- Comparative Method as Empirical Advantage -- Empirical Measurement of Non-Technical School Effects -- Shifting Effects of Formal Schooling -- The Empirical Importance of Loose Coupling -- Where is Comparative Research using Institutional Theory Headed? -- Notes -- References -- Institutional Sequences, Pedagogical Reach, and Comparative Educational Systems -- Introduction -- The Pedagogical Reach of State Authority -- A Theoretical Reconceptualization: Citizenship, Institutions, and Pedagogical Reach -- Decentralized England: The Burdens of Poverty, the Constraints of Child Labor, and Restricted Pedagogical Reach -- Centralized France: The Infirmities of Body and Mind and Expanded Pedagogical Reach -- Discussion and Conclusions -- Notes -- References -- The Theorized Society and Political Action: Effects of Expanded Higher Education on the Polity -- Introduction -- Dimensions of Expanded Higher Education -- The Rapid Expansion of Higher Education in the U.S. and Worldwide -- Individual Effects of Higher Education on Politics -- Education and Issue Networks: Demographic and Organizational Level Effects -- Institutional Effects of Expanded Higher Education on the Polity -- The Institutional and Organizational Effects of a ''Scientized'' Society on Politics -- Levels of Analysis: Creating the New Polity -- Discussion -- Notes -- References -- Cultural Coexistence: Gender Egalitarianism and Difference in Higher Education -- Educational Accounts -- A Neo-Institutional Framing of Women's Status in Higher Education -- A Closer look at Women's Representation within Math-Based Programs -- Neo-Institutional Framing of Choice -- Concluding Comments -- Notes -- References -- The Institutionalization of Human Rights Education -- Introduction -- Globalization and the Diffusion of Education Models -- Mass Education and the Human Rights Movement -- Communication and the Construction of the HRE Field -- Increasing Interaction among Organizations in the HRE Field -- Interorganizational Structures of Domination and Patterns of Coalition -- Institutional Expansion: Diversifying Content in the HRE Field -- Mutual Awareness among Organizations of Involvement in a Common Enterprise -- The Construction of Fields Revisited -- Conclusion -- References -- Rethinking 'Macro' and 'Meso' Levels of New Institutional Analysis: The Case of International Education Corporations -- Introduction: Institutional Theory and International Educational Corporations -- Macro Level: The Global Diffusion of Rationalized Education -- Meso-Level: Isomorphism or Stable Hybrids? -- Contributions -- Methods -- Ma |
| Summary |
This volume of "International Perspectives on Education and Society" explores how educational research from a comparative perspective has been instrumental in broadening and testing hypotheses from institutional theory. Institutional theory has also played an increasingly influential role in developing an understanding of education in society. This symbiotic relationship has proven intellectually productive. In light of the impact that comparative education research has had on institutional theory, the chapters in this volume ask where the comparative and international study of education as an institution is heading in the 21st century. Chapters range from theoretical discussions of the impact that comparative research has had on institutional theory to highly empirical comparative scholarship that tests basic institutional assumptions and trends. Two pioneers in the field, John W. Meyer and Francisco O. Ramirez, contribute the Forward and the concluding chapter. In addition to the editors, other contributors to this volume include M. Fernanda Astiz, Janice Aurini, Jason Beech, Edward F. Bodine, Karen Bradley, Claudia Buchmann, Scott Davies, Gili S. Drori, David H. Kamens, Jong-Seon Kim, Hyeyoung Moon, Hyunjoon Park, Emilio A. Parrado, Lauren Rauscher, John G. Richardson, David F. Suarez, and Regina E. Werum |
| Bibliography |
Includes bibliographical references and indexes |
| Notes |
English |
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Print version record |
| Subject |
Organizational sociology.
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Educational sociology.
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Education -- Research -- Comparative methods
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Sociology.
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Education.
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Education -- Research.
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Educational sociology
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Organizational sociology
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Aufsatzsammlung
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Forschung
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Internationaler Vergleich
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Pädagogik
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| Form |
Electronic book
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| Author |
Baker, David, 1952 January 5-
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Wiseman, Alexander W., 1968-
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| ISBN |
0080462979 |
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9780080462974 |
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9781849504096 |
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1849504091 |
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9780762313082 |
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0762313080 |
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1280642920 |
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9781280642920 |
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9786610642922 |
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6610642923 |
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