城乡学校一体化管理的场域分析——基于北京市一体化管理学校调研
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摘要
城乡学校一体化管理形成了一个特定的组织场域。这个场域涉及市级教育行政部门、输入区县教育行政部门、输出校和输入校四个主体组织,包含资源、权力和制度三个核心要素,体现了以权力为主导、以制度为保障的资源配置和组织制度性"同形"过程,呈现出"行政权力—资源供给——强制性制度""专业权力—资源整合——规范性制度""自主权力—资源转化—内生性制度"三个层次的一体化管理推进路径。
The integrated management of urban and rural schools has formed a specific organizational field.This field involves four main organizations:municipal education administration department,education administration department of high-quality resource input district and county,high-quality resource export school and high-quality resource input school.It contains three core elements:resources,power and institution.It embodies the process of resource allocation and organizational institutional isomorphism with power as the dominant factor and institution as the guarantee.And it shows the integrated approach at three levels,namely ‘administrative power,supplying resource,regulative institution',‘professional power,integrating resource,normative institution',‘autonomy,transforming resource,endogenous institution'.
The integrated management of urban and rural schools has formed a specific organizational field.This field involves four main organizations:municipal education administration department,education administration department of high-quality resource input district and county,high-quality resource export school and high-quality resource input school.It contains three core elements:resources,power and institution.It embodies the process of resource allocation and organizational institutional isomorphism with power as the dominant factor and institution as the guarantee.And it shows the integrated approach at three levels,namely ‘administrative power,supplying resource,regulative institution',‘professional power,integrating resource,normative institution',‘autonomy,transforming resource,endogenous institution'.
引文
[1]孟繁华,陈丹.城乡学校一体化管理的网络组织形成、特征及研究路径[J].教育研究,2013,(12):40-45.
[2][11][13][美]沃尔特·W.鲍威尔,保罗·J.迪马吉奥.组织分析的新制度主义[M].姚伟译.上海:上海人民出版社,2008:70,71,74.
[3]褚宏启,杨海燕.教育公平的原则及其政策含义[J].教育研究,2008,(1):10-16.
[4]许征文.企业持续竞争优势的资源视角—基于资源理论的微观基础研究[D].上海:上海交通大学,2008.
[5]张其学.对几种典型权力观的评析—兼论马克思主义的权力观[J].广州大学学报(社会科学版),2008,(8):13-18.
[6]张屹山等.资源、权力与经济利益分配通论[M].北京:社会科学文献出版社,2013:16.
[7]张天雪.校长权力论—政府、公民社会和学校层面的研究[M].北京:教育科学出版社,2008:53.
[8][美]道格拉斯·C.诺思.制度、制度变迁与经济绩效[M].杭行译.上海:格致出版社,上海人民出版社,1994:225.
[9]秦海.制度范式与制度主义[J].社会学研究,1999,(5):36-65.
[10][日]青木昌彦.比较制度分析[M].周黎安译.上海:上海远东出版社,2001:28.
[11]孟繁华.北京市城乡学校一体化管理改革试验研究报告[R].北京:首都师范大学,2013.
[12]张爽,孟繁华,陈丹.城乡学校一体化发展模式探究[J].中国教育学刊,2013,(8):27-31.
[2][11][13][美]沃尔特·W.鲍威尔,保罗·J.迪马吉奥.组织分析的新制度主义[M].姚伟译.上海:上海人民出版社,2008:70,71,74.
[3]褚宏启,杨海燕.教育公平的原则及其政策含义[J].教育研究,2008,(1):10-16.
[4]许征文.企业持续竞争优势的资源视角—基于资源理论的微观基础研究[D].上海:上海交通大学,2008.
[5]张其学.对几种典型权力观的评析—兼论马克思主义的权力观[J].广州大学学报(社会科学版),2008,(8):13-18.
[6]张屹山等.资源、权力与经济利益分配通论[M].北京:社会科学文献出版社,2013:16.
[7]张天雪.校长权力论—政府、公民社会和学校层面的研究[M].北京:教育科学出版社,2008:53.
[8][美]道格拉斯·C.诺思.制度、制度变迁与经济绩效[M].杭行译.上海:格致出版社,上海人民出版社,1994:225.
[9]秦海.制度范式与制度主义[J].社会学研究,1999,(5):36-65.
[10][日]青木昌彦.比较制度分析[M].周黎安译.上海:上海远东出版社,2001:28.
[11]孟繁华.北京市城乡学校一体化管理改革试验研究报告[R].北京:首都师范大学,2013.
[12]张爽,孟繁华,陈丹.城乡学校一体化发展模式探究[J].中国教育学刊,2013,(8):27-31.