Global trends in the content of national education reform, 1960-2018
- This dissertation analyzes global trends in national education reform discourse worldwide between 1960 and 2018. It focuses specifically on explaining trends over time in the relative prioritization of expanding access to education and improving the quality of education over this period in the global model of education. The analyses draw on a new panel dataset of national education reforms in 148 countries and uses negative-binomial regression modeling to explain cross-national variation in the amount of access and quality reform. The dissertation includes three analyses. The first analysis describes global level trends in access and quality reform discourse and discourse in seven education policy areas commonly targeted for reform to achieve access and quality objectives.The second analysis examines the dramatic rise in quality reform discourse, and the third analysis explains the persistence of relatively high levels of access reform discourse between 1960 and 2018. Overall, the descriptive findings show alongside the dramatic rise globally in quality reform discourse, significant increases in reform discourse in policy areas related to accountability, teachers, and the measurement of educational outcomes via assessments during the neoliberal era, reflecting the rise of a narrow definition of educational quality focused on educational outcomes limited by what can be measured on assessments. The regression results show that both country need and capacity factors and the rise of rationalized and scientific approaches to improving education explain cross-national variation in level of access and quality reforms. I argue that the dramatic rise in the proportion of quality reform discourse is driven primarily by a country's linkages to world society and its legacy of participation in assessments. The proportion of access reform discourse continues at a relatively high-level globally because of the centrality of universal educational access to the priorities of equity and justice in the global cultural model of the nation-state (Meyer et al. 1997).
|Type of resource
|electronic resource; remote; computer; online resource
|1 online resource.
|Degree committee member
|Degree committee member
|Stanford University, Graduate School of Education
|Statement of responsibility
|Submitted to the Graduate School of Education.
|Thesis Ph.D. Stanford University 2023.
- © 2023 by Lisa Overbey
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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