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Employability skills in mainstream education: Innovations in schooling and institutional isomorphism
British Educational Research Journal ( IF 2.133 ) Pub Date : 2021-07-14 , DOI: 10.1002/berj.3756 James Robson 1 , Ashmita Randhawa 1 , Ewart Keep 1
British Educational Research Journal ( IF 2.133 ) Pub Date : 2021-07-14 , DOI: 10.1002/berj.3756 James Robson 1 , Ashmita Randhawa 1 , Ewart Keep 1
Affiliation
In England, the Studio Schools model, focused on developing employability skills in young people, represents a disruptive attempt at educational innovation. Through a documentary analysis of foundational documents, interviews with the model’s architects and case studies of five Studio Schools, we map the tensions between theoretical conceptualisations of the model and the messy realities of implementing it. We found that the schools faced a wide range of challenges related particularly to local inter-school competition, centralised accountability measures and structural assumptions about the ‘gold educational standard’. When facing these challenges, the course of least resistance for the schools was an iterative abandonment of the distinctive aspects of the Studio Schools model and a move back towards mainstream approaches to schooling. This process of institutional homogenisation is discussed through the lens of neo-institutional theory, with the challenges schools faced and their trajectories framed in terms of coercive, mimetic and normative isomorphism. We argue that the use of isomorphism as a heuristic device provides important insight into the process of educational innovation in an educational system that combines competition and the risk of market failure with coercive accountability measures and embedded assumptions about the ‘gold standard’ schooling pathway.
中文翻译:
主流教育中的就业技能:学校教育和制度同构的创新
在英格兰,专注于培养年轻人就业技能的工作室学校模式代表了教育创新的颠覆性尝试。通过对基础文件的文献分析、对模型建筑师的采访以及对五个工作室学校的案例研究,我们绘制了模型的理论概念化与实施它的混乱现实之间的紧张关系。我们发现,学校面临着广泛的挑战,特别是与地方校际竞争、集中问责措施和关于“黄金教育标准”的结构性假设有关。当面对这些挑战时,对学校来说阻力最小的课程是反复放弃工作室学校模式的独特方面,并回归主流的学校教育方法。这种制度同质化的过程是通过新制度理论的视角来讨论的,学校面临的挑战及其轨迹是根据强制性的、模仿性的和规范性的同构性来构建的。我们认为,使用同构作为一种启发式工具,可以为教育系统中的教育创新过程提供重要的洞察力,该系统将竞争和市场失灵风险与强制性问责措施和对“黄金标准”学校教育途径的嵌入假设相结合。
更新日期:2021-07-14
中文翻译:
主流教育中的就业技能:学校教育和制度同构的创新
在英格兰,专注于培养年轻人就业技能的工作室学校模式代表了教育创新的颠覆性尝试。通过对基础文件的文献分析、对模型建筑师的采访以及对五个工作室学校的案例研究,我们绘制了模型的理论概念化与实施它的混乱现实之间的紧张关系。我们发现,学校面临着广泛的挑战,特别是与地方校际竞争、集中问责措施和关于“黄金教育标准”的结构性假设有关。当面对这些挑战时,对学校来说阻力最小的课程是反复放弃工作室学校模式的独特方面,并回归主流的学校教育方法。这种制度同质化的过程是通过新制度理论的视角来讨论的,学校面临的挑战及其轨迹是根据强制性的、模仿性的和规范性的同构性来构建的。我们认为,使用同构作为一种启发式工具,可以为教育系统中的教育创新过程提供重要的洞察力,该系统将竞争和市场失灵风险与强制性问责措施和对“黄金标准”学校教育途径的嵌入假设相结合。