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The article offers information on the rules and regulations related to dental education in the U.S. as approved by the 1996 American Association of Dental Schools (AADS) House of Delegates. It states that dual principle of autonomy with responsibility in academic matters is accepted in the institutions of higher education. It notes that due process must be provided by dental schools to its students in the interest of fairness.

This paper examines principals' perceptions of school autonomy and leadership as part of a 3-year research project looking at the implications of school autonomy on social justice across four states of Australia (Victoria, New South Wales, Western Australia and Queensland). Drawing on interviews with principals and representatives from principal stakeholder organisations in these four state jurisdictions, the paper identifies a number of key issues for school principals and the implications for understandings and practices of educational leadership. These include varied understandings of autonomy, practices of leadership and implications for health, workload and well-being. The paper argues that while principals have mixed perceptions of school autonomy policies, there has been a narrowing of leadership experiences by principals in the form of managerialism and compliance. Furthermore, principals continue to experience high levels of workload, and some principals, depending on career stage and experience level, feel better able to work within and sometimes against these policies in their schools and communities. These practices are sometimes felt to be despite the system and not due to school autonomy policies themselves. The implication of these findings is that principals are inequitably able to respond to and implement school autonomy policies, an issue often glossed over in educational leadership research. [ABSTRACT FROM AUTHOR]

School systems are shifting towards forms of post-bureaucratic governance (PBG), implying higher levels of school autonomy, choice, and performance-based management. Under this governance approach, which combines forms of administrative and market accountability, schools face greater levels of competition and external pressure to perform. Schools experience such pressures unevenly and address them through different responses. The paper develops a mixed-methods case study conducted in Madrid, a Spanish region where PBG reform has intensified in the last decades, and proposes a novel index to position schools within their reference local education markets. The results show that schools articulate a broad range of logics of action, largely interrelated with their position in the education marketplace. We also show that schools' responses to external pressures are dynamic and marked by tensions of a different nature, which schools need to navigate, often without sufficient support from public authorities. [ABSTRACT FROM AUTHOR]

The articulation of school autonomy into practice nationally, regionally and locally is highly situated in terms of what it enables or impedes with regard to the professional autonomy of principals and teachers. Principal autonomy does not necessarily mean greater teacher professional autonomy. In this paper, we draw on a three-year qualitative study investigating the social justice implications of school autonomy reform in Australia. We present interview data from a case study of a large secondary college to present two conflicting stories of autonomy. Supported by a managerial restructure reflecting distributed leadership, we juxtapose the positive account of autonomy expressed by the leadership team with the negative one expressed by teachers. We explore the justice implications of this disjuncture and argue the importance of critically examining the complex ways in which the intentions and enactments of distributed leadership can be differently articulated and understood within the context of school autonomy reform. [ABSTRACT FROM AUTHOR]

A significant paradox of school autonomy is that it tends to constrain the autonomy of teachers, instead subjecting them to the increased controlling of their work, heightened monitoring, and greater accountability. This paper draws on interview data to show how teachers in accountability-driven and business-like schools face three different but overlapping types of surveillance: vertical surveillance involving both top-down monitoring from management in the form of lesson observations and bottom-up monitoring via student voice initiatives; horizontal surveillance by way of peer observations and parents commenting on teacher effectiveness; and intrapersonal surveillance through teachers engaging in the act of self-surveillance and management analyzing their paperwork and student performance data. In mapping out this surveillance, this paper demonstrates that teachers are aware of the stakeholders watching them, the tools and techniques used, and that this surveillance takes place at all times. Significantly, some teachers are willing participants in their own surveillance. With the element of opacity removed from the surveillance process, this paper ultimately shows that the oft-cited panopticon is no longer an appropriate metaphor for scholars to use in the literature to convey the intense monitoring teachers face as we have now entered the post-panoptic era. [ABSTRACT FROM AUTHOR]

The educational public service is one of the largest services organized and offered by the state to its citizens. Because it reaches every home, it becomes a topic widely used in political disputes. It is an eternal theme of minority parties accentuated (if not exaggerated) in the election campaigns but also an instrument of the NTA which, properly managed, can lead to the reduction of interethnic conflicts and peaceful coexistence. Representatives of minorities rightly wants both equal opportunities for their children in school and the preservation of their cultural and linguistic identity because their mother tongue is a defining element of a person's identity. And within the nation-state - it is necessary for the majority to ensure, through concrete regulations, the right of minorities to study in their mother tongue. The present paper aims, first, to analyze the existing legal regulations in Romania, which ensure for national minorities the right to education in their mother tongue, as an instrument of NTA arrangements. Secondly, we present the analysis of a study carried out in a multicultural territorial area - Dobrogea, where 17 minorities live, which follows the perception of the population belonging to different minorities regarding the use of mother tongue in education and their implications in further personal development. The study is conducted by implementing a survey among members of national minorities in Dobrogea, parents with children in primary and secondary school (0-14 years), starting at three directions: education exclusively in the mother tongue, bilingual education - mother tongue-official language and mother tongue - optional subject of study in the educational curriculum. At the end of the paper, based on the research done, subject to the multicultural specificity of the interviewed area, we notice a trend of changing the perception of minority members in the sense of orientation towards an education with at least bilingual teaching and increasingly abandoning the desire to study exclusively in the mother tongue. [ABSTRACT FROM AUTHOR]

Teacher professional autonomy is important to teachers' work satisfaction, efficiency, well-being, and empowerment. However, it cannot simply be defined as freedom from control because it is relational and contextual. In this paper, we examine the relationality and contextual sensitivity of teacher professional autonomy at 'Newstall' College, a senior secondary government school in Australia. The paper draws on a larger study that examined the social justice implications of school autonomy reform in four Australian state education systems. Newstall College was one of the five case study schools included in this study. Findings generated through in-depth interviews with eighteen staff members (including teachers, professional staff, the deputy principal and the principal) are presented that examine teacher professional autonomy. Conceptualising teacher autonomy as relational and contextual, the paper provides insight into the ways in which teacher autonomy was enabled at this school. [ABSTRACT FROM AUTHOR]

The widespread adoption of school autonomy with accountability reforms in education has generated debate regarding the relationship between autonomy, innovation and accountability. While at the policy design level, these three elements are highly related, several authors highlight the contradictions among them. By analyzing key documents and interviews, this paper aims to identify the program ontology behind the current Italian National Evaluation System (SNV), with a focus on the way in which autonomy, accountability and innovation have been conceptualized and linked together. The paper also aims to explore whether pitfalls and/or tensions exist that might hamper the achievement of the SNV goals. The findings highlight the peculiarities of the Italian autonomy with accountability system, which has resulted from the involvement of different stakeholders in the design and implementation of the reforms. The findings also reveal contradictions regarding some of its premises. Various rationales (improvement, efficiency, equity and transparency) emerge that seem to have acted as drivers of the reforms, however, the influence of globalizing discourses on international competition and the benefits of datafication also appears significant. A number of contextual aspects are finally considered which hamper the expected change mechanisms, highlighting the discontinuous ground in which such policy dispositifs operate. [ABSTRACT FROM AUTHOR]

Purpose: Education is a key institution of modern society, long recognized for its central role in the reproduction of inequities and with the potential to challenge them. Schools behave as their systems are designed. Achieving equity and excellence is not possible through attempts to fix "the school" or educators. Principles of systemic design that incorporate equity and excellence are needed to increase the likelihood of desirable outcomes. Design/methodology/approach: Using the social contract as a design principle, this paper systematically builds an empirical model of school provision aimed at equitable excellence. Findings: Equitable excellence in school provision is possible if choice is available across geolocation and socio-educational (dis)advantage, schools have autonomy over fiscal, personnel and curricular matters, public accountability is linked to academic outcomes and social impact, all moderated by the quality of teaching. Research limitations/implications: Data-driven empirical modelling is particularly attractive to policy makers, systemic authorities and researchers when theory (of all varieties) does not yield the necessary insights to support the functionality and effectiveness of systems to deliver equitable outcomes at scale. Empirical examples can be used to test the explanatory power of the novel model – and refine it when necessary. Practical implications: The empirical model and threshold question are the genesis of a common language for assessing relevant costs and benefits of initiatives for government and system designers. Significantly, establishing a threshold question and tests of legitimacy and strength to accompany the novel model provides a more principled way of prioritizing the competing demands on public investment in education. Originality/value: Establishing a threshold question and tests for legitimacy and strength to accompany the novel model provides a more principled way of prioritizing the competing demands to accompany. [ABSTRACT FROM AUTHOR]

To understand patterns of co-option and tension between discourses of creativity on the one hand, and discourses of school management and administration on the other, it is important to bring these discourses into contact with each other. This paper considers ideas of risk-taking, autonomy, novelty and flexibility, all of which are frequently cited in describing environments conducive to creativity in schools, alongside the experiences of four teachers working in a particular school site. It engages with interview data, as well as Foucault's writings on disciplinary power, to argue that some priorities of school administration, such as the steering effects of comparative assessments and parents' expectations, are difficult to align with ideas of autonomy and risk in school settings. The analysis presented here offers a situated account of discourses of creative environments in the context of wider power relations that traverse the school. [ABSTRACT FROM AUTHOR]

National education reforms do not occur in isolation. Countries look towards each other to identify ways that improve the quality of their education systems. When evaluating the effect of an education policy, it is worth considering both local effects of the policy and its spillover effects on other countries. Ignoring spillover effects between countries can lead to biased estimates of policy effects and suboptimal decision making. This paper examines spillover effects of one widespread education policy, school autonomy, on student achievement using three waves of data from the Programme for International Student Assessment (PISA). The spatial autoregressive model is applied to capture both spillover and local effects of school autonomy. Overall, school autonomy raises student achievement in Reading, Mathematics, and Science. We confirm the existence of positive and statistically significant average spillover effects; thus, estimates based on linear regression underestimate the impact of school autonomy. Our findings indicate that there is spatial dependence in student achievement across countries linked to the geographic proximity between countries. Possible extensions of this work are discussed. [ABSTRACT FROM AUTHOR]

Globally, pre-service teacher education has experienced a practice turn where there is now greater focus on practice in schools and more attention is being paid to mentoring and the role of the school-based mentors. In policy this can be seen through the increased focus on mentoring education, where the intention is to strengthen the mentors' competence. However, there are vague descriptions of how the mentor role should be designed and therefore, research on how this role is practiced is of interest. This paper aims to contribute knowledge on what characterize mentor roles and how they influence the mentee role. The findings indicate that mentors exercise control through an active, direct, and diverse mentor role. An active and direct mentor role is related to a reactive mentee role, whereas a more active mentee role is related to a diverse mentor role. Mentoring education is discussed in relation to the mentors' autonomy. [ABSTRACT FROM AUTHOR]

Symbolic of the rise of neoliberal principles in Irish education policy, there is now a move towards advancing school autonomy and decentralizing decision-making to individual schools, possibly emulating the academy model that has become widespread in England. Increasing the freedom and independence of schools may involve using private actors to provide what has traditionally been the service of the state, but it will most definitely involve schools behaving more like private sector organizations. While some of the new powers that would be devolved to schools might seem attractive, especially in how they are presented at an official level, this paper highlights how features of autonomous schools that may initially seem appealing are, in practice, likely to be unsuited to the Irish context. In this regard, this paper advises that school autonomy should not be advanced in Ireland. [ABSTRACT FROM AUTHOR]

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This paper presents the outcomes of a research study on the perspective of Heads of primary schools in Malta about the relationship between school autonomy and school responsiveness. Knowing whether, and how, school autonomy is related to school responsiveness can provide a key to action for improvement in the Maltese education system. A mixed methods approach allowed the collection and analysis of data from a relatively large proportion of the target population and its interpretation through the participation of a sample from the same population. Most Heads were found to believe that greater school autonomy, especially in the curriculum and instruction domain, would help increase responsiveness. Most were also personally in favour of increased autonomy, especially in the mentioned domain. Acknowledging the complexity of the subject matter, the paper suggests an iterative approach to change that prioritises the professional autonomy of school-based educators as the guiding principle. [ABSTRACT FROM AUTHOR]

This paper analyses, from the perspective of the political sociology of policy instruments, the adoption and re-contextualisation of School Autonomy with Accountability (SAWA) reforms in Spain, with a particular focus on the region of Madrid. Over the last few decades, Madrid has adopted a wide range of education policies that have contributed to consolidate a market-oriented approach in the governance of the educational system. This paper analyses the instrumentation and complex interaction between standardised tests, test-based accountability, school choice and school autonomy in advancing this governance shift. The main objective of the paper is twofold: first, to trace the policy trajectory of SAWA reforms in Spain and Madrid, and second, to identify the rationale of the reform and its related policy ontology in relation to the selection and articulation of different policy instruments as well as the governance implications of these choices. Methodologically, we have conducted a policy analysis case study, analysing data from a set of 35 original interviews with education policymakers and key policy actors, combined with document analysis. The results of our research show how the policy preferences of domestic political actors and the legacies of the politico-administrative regimes mediate the final form and uses of the SAWA policy instruments. These policy instruments can be conceptualised as 'life objects' whose development and uses are attached to context specific – and sometimes contradictory – political objectives and rationales. [ABSTRACT FROM AUTHOR]

This paper discusses the various ways privatisation processes affect Irish education. Due to the long history of considerable church involvement, the notable absence of middle tiers of governance, and more recently, the embrace of neoliberal principles, in large part due to and for economic reasons, the Irish education system represents a fascinating example of a complex interplay between the public and private sectors. The conceptual and analytical tools provided by Cultural Political Economy are used in this paper to highlight why and how privatisation has unfolded and might yet unravel further in Irish education. These tools offer a useful lens through which to examine country-specific developments, whilst locating them in the global picture. Utilising the conceptualisations offered by Cultural Political Economy, this paper demonstrates how different forms of privatisation in Ireland have contributed to what can be described as a complex system of governance with strong private involvement. [ABSTRACT FROM AUTHOR]

Neoliberal policies promoting school autonomy reform in Australia and internationally have, over three decades, appropriated earlier social democratic discourses of parental participation and partnership in school governance. Recent school autonomy reforms have repositioned school council/boards within a narrow frame of accountability and management operating in marketized systems of education. This paper considers the perceptions of 12 stakeholders in public education across four Australian states of how the latest school autonomy reform policies, including Independent Public Schools, supports corporatized and seemingly depoliticised repositioning of school councils. This data indicates there is a shift from elected parental representation to principal selection of 'skill-based' community members, with the greatest implications for those schools in disadvantaged communities experiencing difficulties gaining voluntary parental participation. We offer new theoretical insights into the links between school autonomy, governance, the role and composition of school boards and social justice informed by Nancy Fraser's theorising of social justice. We identify an emerging tension between first, parent movements as counterpublics claiming participatory parity in decision-making in school councils; and secondly, principal selection of self-interested and politically influential actors onto school councils, potentially politicising school councils. [ABSTRACT FROM AUTHOR]

Although policies aiming to increase school-based autonomy are commonplace, we know little about how school actors use autonomy to improve organizational performance in varied contexts. This paper surfaces perspectives from school leaders and teachers on the effectiveness of autonomy and describes how these perspectives vary across schools. We use contingency theory to guide our analysis of case study data from eight schools in the Denver Public Schools (DPS) district which vary in school governance, performance, and demographics. We interviewed school principals, teachers, teacher leaders and other charter and district administrators in the 2016–17 school year, totaling 53 participants. School cases consistently reported high levels of accountability pressure from the district central office to improve student test scores that, in turn, informed their mission and goal setting. Schools also reported different levels of autonomy that varied according to school governance model and consistently described these levels as optimal for achieving school goals. Several internal and external contingencies shaped these perceptions albeit in different ways depending on autonomy level. Relevant contingencies included task uncertainty in each school's mission, teacher organizational fit, school leadership, support from intermediate entities, and procedures to coordinate decision-making across school actors or organizational sub-units. [ABSTRACT FROM AUTHOR]

School autonomy policies have circulated through various modes of educational governance internationally, endorsing the view that more autonomy will improve schools and their systems. When subject to the discourses and practices of marketization, however, school 'autonomy' has been mobilized in ways that generate injustice. These injustices are the focus of this paper. We draw on preliminary findings from a three-year study that is exploring the social justice implications of school autonomy reform across four Australian states. Drawing on interviews with 42 stakeholders, the paper identifies four key areas of paradox for social justice currently confronting public schools and school systems. The language of paradox is drawn on to narrate the oppositional politics between the discourses and practices constituting school autonomy and the pursuit of social justice. Such narration raises important questions for Australian public education. It highlights how these discourses are changing what is meant by the public in public education. Engaging with the language of paradox in thinking about school autonomy reform, we argue, is important given the broader landscape where public schooling is being reconstituted and where traditional links to social justice and the common good are under threat. [ABSTRACT FROM AUTHOR]

This paper presents findings by the LEO Survey 2018 - Living with Low Literacy. It found that in Germany 12.1% of the adult population (aged between 18 and 64 years) have low literacy skills. This paper questions existing assumptions about the everyday life of adults with low literacy. Based on variables on everyday practices, we work out in which areas of life low literacy leads to exclusion from participation - specifically in terms of health, politics, and digital practices. While our analysis did not find an exclusion in online writing, it revealed differences in the autonomy and in the ability to understand information and to assess its trustworthiness for adults with low literacy skills. [ABSTRACT FROM AUTHOR]

The academisation of schooling in Northern England is an example of a new mode of educational governance that promises greater autonomy for schools and school leaders. A common claim regarding the benefits of academisation is that it will improve student outcomes by delivering greater autonomy for Headteachers. In this paper, six Headteachers from Northern England, who had decided to academise their schools for various reasons, reflect on this promised autonomy. We develop the concept of 'indentured autonomy' (an outcome of negotiating autonomy, continued precariousness and cruel optimism) to explain how these Headteachers' initial optimism for the academies programme has given way to the concern that they are probably less autonomous now than what they were previously. Paradoxically, these HTs still express a desire for autonomy, even as they reflect that the promised autonomy has not delivered what they had hoped. [ABSTRACT FROM AUTHOR]

This paper provides an overview of the policies of school autonomy in Australian public education from the Karmel report in 1973 to the present day. The key focus is on the social justice implications of this reform. It tracks the tensions between policy moves to both grant schools greater autonomy and rein in this autonomy with the increasing instatement of external forms of regulation. Utilising Nancy Fraser's concepts of dis-embedding and re-embedding markets, we track key policy moments in three Australian states (Victoria, Western Australia and New South Wales) along with federal interventions. We draw attention to the redistributive and representative justice implications arising from these policy moments as occurring within a consistent trajectory towards a market agenda and argue that future policy needs to consider the effect of past policy. [ABSTRACT FROM AUTHOR]

Marketisation and competition within public schooling systems impact the work of principals in varying ways. Previous work on the marketisation of schooling and school autonomy has drawn attention to the 'entrepreneurial principal' as an effect of marketisation. In this paper we explore principals' engagements with marketisation based on 21 interviews with public school principals across two Australian states. Using the work of Christiaens (2020), we highlight a difference between entrepreneurialism and utility-maximisation in marketised systems, evident in how principals engage with leadership within these systems. For most principals in our study, engagements with marketisation were entangled with different orientations toward utility maximisation. Evidence of genuine entrepreneurship was far more scarce. We argue that the need to ensure school survival in a saturated market gives rise to a performative veneer of entrepreneurialism that is largely absent of innovation and the 'leap of faith' that lies at the heart of true entrepreneurialism. [ABSTRACT FROM AUTHOR]

Drawing upon Aihwa Ong's concept of 'neoliberalism as exception', this paper explores how the education authority in Shanghai capitalises on neoliberal knowledge, techniques and logics to address local challenges. Through the creation of 'new high-quality schools' that is accompanied by a new assessment system, the authority hopes to persuade parents to choose non-elite schools instead of prestigious schools that excel in academic performance. The neoliberal strategy of school choice is supported by the policy of school autonomy for educators to go beyond test scores to promote holistic development in students. The paper underlines the indigenisation of neoliberalism through policy dynamics where multiple educational stakeholders interact with and mutually influence one another. By highlighting 'neoliberalism with Chinese characteristics' in Shanghai, this study demonstrates how neoliberalism coexists with state forms, cultural norms and social practices in a particular locality. [ABSTRACT FROM AUTHOR]

Innovation is essential to the improvement of public sector services, yet restrictive regulations may constrain this process. This paper draws on the school autonomy literature to advance our understanding of the effect of regulatory constraints on public sector innovation, using Queensland's Independent Public Schools (IPS) program as a case study and example of regulatory change. The IPS program commenced operation in 2013. Schools are accepted into the program through an expression of interest application. Application forms require individual schools to outline the 'innovative educational programs or practices' the school will be able to implement if it is accepted as an IPS (Innovation Question). A textual content analysis was undertaken of the Innovation Question for a total of 127 successful applications in the 2013, 2014 and 2015 rounds. Coding was developed based on the Schumpeterian forms of innovation. Overall the results show that the Queensland IPS initiative will foster innovation according to principal's perceptions about the innovative practices that they will be able to implement as an IPS. The paper finds that the current centralised service delivery model is constraining innovation with respect to staffing flexibility, school partnerships, leasing and licensing of facilities and in managing school buildings, facilities and infrastructure. Innovation is essential to the improvement of public sector services, yet restrictive regulations may constrain this process. This paper draws on the school autonomy literature to explore the relationship between regulation and public sector innovation using Queensland's Independent Public Schools program as a case study. [ABSTRACT FROM AUTHOR]

AbstractThe logics of policy privatisation in schooling, including decentralisation, school autonomy, and discretionary funding mechanisms, shift responsibility for particular types of students onto individual schools and their staff. Burch (2021) asks to what extent the most disadvantaged students in government schools are able to access services most beneficial to them, under these emerging forms of privatisation. With this question in mind, this paper considers the delivery of English as an Additional Language/Dialect (EAL/D) services under the umbrella of the Queensland Department of Education Inclusion policy, in two Queensland government secondary schools. We tease out how the Inclusive Education (IE) policy, of which EAL/D is a subset, is interpreted and translated (Ball et al. 2012) in the situation of privatisation practices. We found that inclusion was understood as primarily targeted at students with disabilities, and that mainstreaming of all learners was considered unsustainable for teachers. In interpreting and translating inclusion for EAL/D, both schools pushed back against the ‘mainstreaming’ discourse, and instead, EAL/D service was provided through targeted programs, staffed with key specialist personnel. In both cases, privatisation logics enabled the ‘EAL/D aware’ principals to justify and enact specialised EAL/D services. In this policy context, there is a need for widespread professional development to ensure all principals understand and apply appropriate supports for EAL/D learners. [ABSTRACT FROM AUTHOR]