01875     2200301   4500001002100000005001500021035002000036008004100056020001500097041000800112082000800120084001400128100002000142245006200162260003300224300003700257500002300294504001400317520104500331650002401376650002301400990002501423990002501448990002501473990002501498990002501523990002501548INLIS00000000000464020221108052933  a0010-0520004640221108                |          | eng    a0415962501  aeng  a379  a379 NIT p0 aNitta, Keith A.14aPolitics of Structural Education Reform /cKeith A. Nitta  aNew York :bRoutledge,c2008  axiv, 235p. :b: illus. ;c24 cm.  aIndeks : p.231-235  ap.225-229  aEducation policymaking is traditionally seen as a domestic political process. The job of deciding where students will be educated, what they will be taught, who will teach them, and how it will be paid for clearly rests with some mix of district, state, and national policymakers. This book seeks to show how global trends have produced similar changes to very different educational systems in the United States and Japan. Despite different historical development, social norms, and institutional structures, the U.S. and Japanese education systems have been restructured over the past dozen years, not just incrementally but in ways that have transformed traditional power arrangements. Based on 124 interviews, this book examines two restructuring episodes in U.S. education and two restructuring episodes in Japanese education. The four episodes reveal a similar politics of structural education reform that is driven by symbolic action and bureaucratic turf wars, which has ultimately hindered educational improvement in both countries. 4aEducation and state 4aEducational change  a10392/MKRI-P/XI-2008  a10393/MKRI-P/XI-2008  a10392/MKRI-P/XI-2008  a10393/MKRI-P/XI-2008  a10393/MKRI-P/XI-2008  a10392/MKRI-P/XI-2008