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Roland Benabou - One of the best experts on this subject based on the ideXlab platform.
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tax and Education policy in a heterogeneous agent economy what levels of redistribution maximize growth and efficiency
Econometrica, 2002Co-Authors: Roland BenabouAbstract:This paper studies the effects of Progressive income taxes and Education finance in a dynamic heterogeneous-agent economy. Such redistributive policies entail distortions to labor supply and savings, but also serve as partial substitutes for missing credit and insurance markets. The resulting tradeoffs for growth and efficiency are explored, both theoretically and quantitatively, in a model that yields complete analytical solutions. Progressive Education finance always leads to higher income growth than taxes and transfers, but at the cost of lower insurance. Overall efficiency is assessed using a new measure that properly reflects aggregate resources and idiosyncratic risks but, unlike a standard social welfare function, does not reward equality per se. Simulations using empirical parameter estimates show that the efficiency costs and benefits of redistribution are generally of the same order of magnitude, resulting in plausible values for the optimal rates. Aggregate income and aggregate welfare provide only crude lower and upper bounds around the true efficiency tradeoff.
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tax and Education policy in a heterogeneous agent economy what levels of redistribution maximize growth and efficiency
National Bureau of Economic Research, 1999Co-Authors: Roland BenabouAbstract:This paper studies the effects of Progressive income taxes and Education finance in a dynamic heterogeneous agent economy. Such redistributive policies entail distortions to labor supply and savings, but also serve as partial substitutes for missing credit and insurance markets. The resulting tradeoffs for growth and efficiency are explored, both theoretically and quantitatively, in a model which yields complete analytical solutions. Progressive Education finance always leads to higher income growth than taxes and transfers, but at the cost of lower insurance. Overall efficiency is assessed using a new measure which properly reflects aggregate resources and idiosyncratic risks but, unlike a standard social welfare function, does not reward equality per se. Simulations using empirical parameter estimates show that the efficiency costs and benefits of redistribution are generally of the same order of magnitude, resulting in reasonable values for the optimal rates. Aggregate income and aggregate welfare provide only very crude lower and upper bounds around the true efficiency tradeoff.
Anat Zohar - One of the best experts on this subject based on the ideXlab platform.
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school autonomy and 21st century skills in the israeli Educational system discrepancies between the declarative and operational levels
International Journal of Educational Management, 2016Co-Authors: Adam E Nir, Adi Bendavid, Ronit Bogler, Dan Inbar, Anat ZoharAbstract:Purpose The purpose of this paper is to analyze two parallel processes in the Israeli Educational system: first, the idea of school autonomy, exploring its origins and its pedagogical implications and effectiveness; and second, the development of the Progressive Education evident mainly in the cognitive domain of twenty-first century skills (21st CS), focussing on fostering “deep knowledge” and children’s thinking skills. The manuscript explores the various “waves” of Progressive pedagogies that have taken place in the Israeli school system over the years, describing and analyzing the processes that characterize them. Design/methodology/approach Based on a historical perspective, the paper describes chronologically the main developments related to school autonomy and 21st CS policy initiatives, based on a literature review and analysis of policy documents. Findings The review indicates that the Israeli Educational system is still caught in the “centralization trap,” inhibiting major changes in the patterns of central control and degrees of freedom granted to school-level educators. As for school pedagogy, it is evident that most of the changes in pedagogy suggested by the numerous policy documents over the years have not resulted in sustainable, system-wide change. In both issues a large disparity is evident between declarations about innovative pedagogies and school autonomy and their actual implementation. Originality/value The review reflects the idiosyncratic articulation of policy plans conducted by the Ministry of Education, producing discrepancies and incongruences at the school level. Some implications of the “declarative culture” created are further discussed.
Adam E Nir - One of the best experts on this subject based on the ideXlab platform.
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school autonomy and 21st century skills in the israeli Educational system discrepancies between the declarative and operational levels
International Journal of Educational Management, 2016Co-Authors: Adam E Nir, Adi Bendavid, Ronit Bogler, Dan Inbar, Anat ZoharAbstract:Purpose The purpose of this paper is to analyze two parallel processes in the Israeli Educational system: first, the idea of school autonomy, exploring its origins and its pedagogical implications and effectiveness; and second, the development of the Progressive Education evident mainly in the cognitive domain of twenty-first century skills (21st CS), focussing on fostering “deep knowledge” and children’s thinking skills. The manuscript explores the various “waves” of Progressive pedagogies that have taken place in the Israeli school system over the years, describing and analyzing the processes that characterize them. Design/methodology/approach Based on a historical perspective, the paper describes chronologically the main developments related to school autonomy and 21st CS policy initiatives, based on a literature review and analysis of policy documents. Findings The review indicates that the Israeli Educational system is still caught in the “centralization trap,” inhibiting major changes in the patterns of central control and degrees of freedom granted to school-level educators. As for school pedagogy, it is evident that most of the changes in pedagogy suggested by the numerous policy documents over the years have not resulted in sustainable, system-wide change. In both issues a large disparity is evident between declarations about innovative pedagogies and school autonomy and their actual implementation. Originality/value The review reflects the idiosyncratic articulation of policy plans conducted by the Ministry of Education, producing discrepancies and incongruences at the school level. Some implications of the “declarative culture” created are further discussed.
Robert G Owens - One of the best experts on this subject based on the ideXlab platform.
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organizational behavior in Education leadership and school reform
2014Co-Authors: Robert G Owens, Thomas C ValeskyAbstract:Preface Educational Leadership Policy Standards: The New ISLLC Standards For 2008 ISLLC Functions By Chapter CHAPTER 1: In Search of a Vision Critical Incident: The Vision For South Shore High School ASSUMPTIONS, BELIEFS, BEHAVIORS THE NATURE OF SCIENTIFIC PROGRESS IMPACT OF BEHAVIORAL SCIENCE Psychoanalytic Psychology Sociological and Psychological Points of View Cognitive Psychology Social Psychology Field Theory of Behavior SCHOOLS AS EDUCATIVE ORGANIZATIONS Organizational Theory Theory Defined and Described Two Major Perspectives on Educational Organizations Bureaucratic Theory Human Resources Development Theory Theory X and Theory Y THE RELEVANCE TO SCHOOL LEADERSHIP TODAY VISION AND EducationAL LEADERSHIP THE NO CHILD LEFT BEHIND ACT OF 2001 RESEARCH IN Education The Framingham Heart Study The Tennessee STAR Study Research and NCLB LEADERSHIP AS COACHING Coaching as a Method of Teaching CONCLUSION REFLECTIVE ACTIVITIES SUGGESTED READING CHAPTER 2: Guiding Concepts of Practice Critical Incident: Controversy at the Principals' Meeting TWO PRINCIPAL SOURCES OF CONFLICT The "Great Debate": Traditional versus Progressive Education The Beginnings of the Great Educational Debate The Backlash of the 1950s The NeoProgressives Emerge in the 1960s THE CONTEMPORARY DEBATE ON SCHOOLING A PARADIGM SHIFT IN Education A Passion for Equality The Traditional Paradigm of Intelligence A New Paradigm of Intelligence or the Lake Wobegon Syndrome? MULTIPLE INTELLIGENCES THEORY Gardner's Multiple Intelligences Theory (MIT) Perkins's Learnable Intelligence Theory Smart Schools Emotional Intelligence Sustainability: The Debate Continues Sustainability THEORY OF ACTION THEORY OF PRACTICE THE GAME PLAN: A COACHING METAPHOR CONCLUSION REFLECTIVE ACTIVITIES SUGGESTED READING CHAPTER 3: Mainstreams of Organizational Thought Critical Incident --A Philosophical Disagreement on Administration ORGANIZATIONAL BEHAVIOR Organization and Behavior Why Study Organizational Behavior? IMPACT OF THE INDUSTRIAL REVOLUTION Frederick W. Taylor and Scientific Management The Beginning of Modern Organizational Theory Emergence of Bureaucratic Organizational Theory THE RISE OF CLASSICAL ORGANIZATIONAL THEORY Scientific Management versus Classical Organizational Theory Organizational Concepts of Classical Theory Classical and Neoclassical Administrative Concepts THE HUMAN RELATIONS MOVEMENT The Western Electric Studies Sociometry Behavior Patterns in Groups Leadership as a Group Function The Paradox of Organizational Structure THE ORGANIZATIONAL THEORY MOVEMENT Human Relations and Organizational Behavior CONCLUSION REFLECTIVE ACTIVITIES SUGGESTED READING CHAPTER 4: Organizational Theory Critical Incident: A Tale of Two Principals ORGANIZATIONAL STRUCTURE AND PEOPLE General Systems Theory Social Systems Theory A Contextual Approach ROLE THEORY Role Conflict Role Ambiguity Role Set Functional Roles in the Group Role Related to Social Systems Theory Equilibrium Homeostasis Feedback SOCIOTECHNICAL SYSTEMS THEORY CONTINGENCY THEORY Rational Planning Models Open System Related to Contingency Theory Response to Technological Change Interaction with the External Environment Contingency Theory and Organizational Behavior in Schools CONCLUSION REFLECTIVE ACTIVITIES SUGGESTED READING CHAPTER 5: The Human Dimension of Organization Critical Incident: Turning Madison High Around RECONCEPTUALIZING THE NATURE OF ORGANIZATIONS A NEW PARADIGM OF ORGANIZATIONAL THEORY RISE OF QUALITATIVE RESEARCH METHODS Educational Organizations as Loosely Coupled Systems Educational Organizations as Dual Systems BUILDING HUMAN CAPITAL Human Resources as Assets The Dark Side of Leadership Human Resources Development ORGANIZATIONAL CULTURE AS A BEARER OF AUTHORITY FIVE BASIC ASSUMPTIONS OF EFFECTIVE SCHOOLS Professional Development CONCLUSION The Effort to Create an Administrative Science Centrality of the Human Dimension of Organization Where We Are and Where We Are Going REFLECTIVE ACTIVITIES SUGGESTED READING CHAPTER 6: Organizational Culture and Organizational Climate Critical Incident: Two Schools: Two Different Cultures HUMAN RESOURCES DEVELOPMENT Defining and Describing Organizational Culture and Climate Research on Organizational Culture Organizational Culture and Organizational Climate Compared and Contrasted Organizational Culture Two Major Themes in a Definition of Organizational Culture Specifying What Organizational Culture Is HOW ORGANIZATIONAL CULTURE IS CREATED Symbolism and Culture Organizational Climate The Affective Aspects of Culture and Climate Multiple Cultures HOW ORGANIZATIONAL CLIMATE IS CREATED Group Norms Person-Environment Interaction Concept of Behavior Settings Describing and Assessing Organizational Culture in Schools RELATIONSHIP BETWEEN ORGANIZATIONAL CULTURE AND ORGANIZATIONAL EFFECTIVENESS Cause and Effect FOUR MANAGEMENT SYSTEMS CONCLUSION REFLECTIVE ACTIVITIES SUGGESTED READING CHAPTER 7: Organizational Change Critical Incident: The Man for the Job! SCHOOL REFORM AND CHANGE Power Relationships and School Restructuring Aims of Educational Reform THE TRADITION OF CHANGE IN AMERICAN Education Natural Diffusion Processes Planned, Managed Diffusion THREE STRATEGIES OF PLANNED CHANGE Empirical-Rational Strategies of Change Research, Development, and Diffusion (R, D, and D) The "Agricultural Model" Assumptions and Implications of KPU Approaches to Change Other Empirical-Rational Strategies Power-Coercive Strategies of Change Normative-Reeducative or Organizational Self-Renewal Strategies The Rand Study of Federal Programs Supporting Educational Change A Normative-Reeducative Strategy Organizational Health Organizational Self-Renewal The Learning Organization A Sociotechnical View Force-Field Analysis RESEARCH ON THE EFFECTIVENESS OF ORGANIZATIONAL DEVELOPMENT TWO EMERGING QUESTIONS Can the Schools Do It Alone? Full-Service Schools Is School Reform Enough? CONCLUSION REFLECTIVE ACTIVITIES SUGGESTED READING CHAPTER 8: Leadership Critical Incident: Leadership At North River Middle School ADAPTIVE LEADERSHIP LEADERSHIP AND MANAGEMENT POWER AND LEADERSHIP Leadership Different from Command Power Defined TWO-FACTOR LEADERSHIP THEORY ABANDONED LEADERSHIP AS A RELATIONSHIP WITH FOLLOWERS Your Understanding of Human Nature Is Critical TRANSFORMATIONAL LEADERSHIP Transforming Leadership Compared and Contrasted with Transactional Leadership Moral Leadership A Progression A Process of Growth and Development Leadership and Vision Whose Vision Is It, Anyway? MANIPULATION AND EMPOWERMENT Critical Theory IMPORTANT CONCEPTS ABOUT LEADERSHIP FOR THE EducationAL LEADER Distributed Leadership Professional Learning Communities and Parental Involvement Sustainable Leadership CONCLUSION REFLECTIVE ACTIVITIES SUGGESTED READING CHAPTER 9: Decision Making Critical Incident: Deciding How to Decide INDIVIDUAL VERSUS ORGANIZATIONAL DECISION MAKING RATIONALITY IN DECISION MAKING Rational Decision-Making Models LIMITS ON RATIONALITY IN DECISION MAKING The Gap between Theory and Practice Five Leadership Styles Seven Situation Issues Decision-Process Flowchart The Nature of Managerial and Administrative Work How Administrators Think The Influence of Organizational Culture on Decision Making Closing the Gap between Theory and Practice THEORY OF PRACTICE Human Resources Development PARTICIPATIVE DECISION MAKING Participative Decision Making and Empowerment PARTICIPATIVE OR DEMOCRATIC? An Explicit Decision-Making Process Who Identifies the Problem? Emergent and Discrete Problems Who Should Participate? Desire of Individuals to Participate TEAM ADMINISTRATION Participation Requires High Level of Skills A PARADIGM FOR DECISION MAKING Total Teamwork System CONCLUSION REFLECTIVE ACTIVITIES SUGGESTED READING Notes Name Index Subject Index
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organizational behavior in Education adaptive leadership and school reform
2006Co-Authors: Robert G OwensAbstract:Each chapter concludes with "Conclusion,"Working on Your Game Plan," and "Suggested Reading." Preface. 1. In Search of a Paradigm. Learning Objectives. Assumptions, Beliefs, Behaviors. Modernist and Structuralist Thought. Post Modernism and Post Structuralism. The Nature of Scientific Progress. Psychology. Behaviorism. Psychoanalytic Psychology. Cognitive Psychology. Social Psychology. Sociological and Psychological Points of View. The Relevance of School Leadership Today. The No Child Left Behind Act of 2001. Research Methods in Education. Leadership as Coaching. The Game Plan. 2. Toward a Theory of Practice. Learning Objectives. Two Principal Sources of Conflict. The "Great Debate:" Traditional versus Progressive Education. The Beginnings of the Great Educational Debate. The Backlash of the 1950s. The NeoProgressives Emerge in the 1960s. The Contemporary Debate on Schooling. A Paradigm Shift in Education. A Passion for Equality. The Traditional Paradigm of Intelligence. The Bell Curve. A New Paradigm of Intelligence or the Lake Wobegon Syndrome. Multiple Intelligences Theory. Gardners Multiple Intelligence Theory (MIT). Perkins Learnable Intelligence Theory. Smart Schools. The Debate Continues. The National "Summit Meetings" on Educational Standards. Theory of Action. Theory of Practice. The Game Plan: A Coaching Metaphor. 3. Mainstreams of Organizational Thought. Learning Objectives. Organizational Behavior. Organization and Behavior. Why Study Organizational Behavior? Why Study the History of Organizational Behavior? Why Study Theory? Public Administration as a Beginning. Impact of the Industrial Revolution. Frederick W. Taylor and Scientific Management. The Beginning of Modern Organizational Theory. Emergence of Bureaucratic Organizational Theory. The Rise of Classical Organizational Theory. Scientific Management versus Classical Organizational Theory. Organizational Concepts of Classical Theory. The Ideas of Mary Parker Follett. Classical and Neoclassical Administrative Concepts. The Human Relations Movement. The Western Electric Studies. The Organizational Theory Movement. Human Relations and Organizational Behavior. 4. Organizational Theory in the Modern Period. Learning Objectives. Organizational Theory. Theory Defined and Described. Two Major Perspectives on Educational Organizations. Bureaucratic Views. Human Resources Development Views. Theory X and Theory Y. Organizational Structure and People. General Systems Theory. Basic Concepts of System. Social Systems Theory. A Contextual Approach. Role Theory. Functional Roles in a Group. Role Related to Social Systems Theory. Equilibrium. Homeostasis. Feedback. Sociotechnical Systems Theory. Contingency Theory. Rational Planning Models. Open System Related to Contingency Theory. Response to Technological Change. Interactions with External Environment. Contingency Theory and Organizational Behavior in Schools. 5. The Human Dimension of Organization. Learning Objectives. Reconceptualizing the Nature of Organizations. A New Paradigm of Organizational Theory. Rise in Qualitative Research Methods. Educational Organizations as Loosely Coupled Systems. Educational Organizations as Dual Systems. Building Human Capital. Human Resources as Assets. Organizational Culture as a Bearer of Authority. Five Basic Assumptions of Effective Schools. Turmoil in School Reform. Three Approaches to School Reform. 6. Organizational Culture and Organizational Climate. Learning Objectives. Human Resources Development. Defining and Describing Organizational Culture and Climate. Research on Organizational Culture. Organizational Culture and Organizational Climate Compared and Contrasted. How Organizational Culture Is Created. Symbolism and Culture. Organizational Climate. The Affective Aspects of Culture and Climate. Multiple Cultures. How Organizational Climate Is Created. Group Norms. Person-Environment Interaction. Concept of Behavior Settings. Describing and Assessing Organizational Culture in Schools. Relationship Between Organizational Culture and Organizational Effectiveness. Cause and Effect. The Problem of Measuring School Effectiveness. Describing and Assessing Organizational Climate in Schools. Organizational Climate Description Questionnaire (OCDQ). Organizational Climate Index (OCI). Four Management Systems. 7. Organizational Change. Learning Objectives. School Reform and Change. Power Relationships and School Restructuring. Aims of Educational Reform. The Tradition of Change in American Education. Natural Diffusion Processes. Sociological Views of Diffusion. Planned, Managed Diffusion. Three Strategies of Planned Change. Empirical-Rational Strategies of Change. Research, Development, and Diffusion (R, D, and D). The "Agricultural Model." Assumptions and Implications of KPU Approaches to Change. Other Empirical-Rational Strategies. Power-Coercive Strategies of Change. A Third Strategy: Organizational Self-Renewal. The Rand Study of Federal Programs Supporting Educational Change. A Normative Reeducative Strategy. Organizational Health. Organizational Self-Renewal. The Learning Organization. A Sociotechnical View. Force-Field Analysis. Research on the Effectiveness of OD. 8. Adaptive Leadership. Learning Objectives. Adaptive Leadership. Power and Leadership. Leadership Different from Command. Power Defined. Leadership Defined. Two-Factor Leadership Theory Abandoned. Leadership as a Relationship with Followers. Your Understanding of Human Nature Is Critical. Bureaucratic View of Leadership. Transforming Leadership. Transforming Leadership Compared and Contrasted with Transactional Leadership. Moral Leadership. A Progression. A Process of Growth and Development. Leadership and Vision. Whose Vision Is It, Anyway? Manipulation and Empowerment. Critical Theory. Leadership and Management. Empowerment and Leadership. A Moral or Ethical Problem. Leadership and la Difference. 9. Decision Making. Learning Objectives. Individual versus Organizational Decision Making. Rationality in Decision Making. Rational Decision Making Models. Limits on Rationality in Decision Making. The Gap Between Theory and Practice. Five Leadership Styles. Seven Situation Issues. Decision Process Flowchart. The Nature of Managerial and Administrative Work. How Administrators Think. The Influence of Organizational Culture on Decision Making. Closing the Gap Between Theory and Practice. Theory of Practice. Human Resources Development. Participative Decision Making. Participative Decision Making and Empowerment. Participative or Democratic? An Explicit Decision Making Process. Who Identifies the Problem? Emergent and Discrete Problems. Who Should Participate? Desire of Individuals to Participate. Team Administration. Participation Requires High Level of Skills. A Paradigm for Decision Making. 10. Conflict in Organizations. Learning Objectives. The Nature of Conflict in Organizations. Definition of Conflict. Conflict Different from Attacks. Contemporary Views of Conflict. Effects of Organizational Conflict. The Criterion: Organizational Performance. The Dynamics of Organizational Conflict. Hostility. A Contingency View. A Process View of Conflict. A Structural View of Conflict. An Open-Systems View of Conflict. Approaches to Organizational Conflict. The Win-Lose Orientation to Conflict. The Contingency approach to Conflict. Diagnosing Conflict. A Contingency Approach to Diagnosis of Conflict. 11. Motivation. Learning Objectives. The Meaning and Patterns of Motivation. First Pattern: Direction in Making Choices. Second Pattern: Persistence. Third Pattern: Intensity. The Extrinsic-Intrinsic Debate. Extrinsic, or Behaviorist, Views. Intrinsic Views of Motivation. Individual and Group Motivation. The Western Electric Studies Revisited. The Illumination Studies. The Relay Inspection Group Studies. Central Findings of the Studies. Impact of the Studies. Contemporary Views of the Western Electric Studies. Individual Differences. In Praise of Diversity. Archetypes. Human Intelligence. Gardner's Seven Dimensions of Intelligence. Temperament and Organizational Behavior. The Four Psychological Types. Four Basic Dimensions of Human Personality. Introversion-Extraversion. Sensation-Intuition and Thinking-Feeling. Perceiving-Judging. The Myers-Briggs Type Indicator (MBTI). Introversion-Extraversion. A Dimension, Rather Than Either-Or. Intuition-Sensation. Intrinsic Motivation. Cognitive Views of Motivation. Achievement Motivation. McClelland and the "Spirit of Capitalism." Fear of Success. The Humanistic Perspective. Abraham Maslow: Motivation as a Hierarchy of Needs. Herzberg's Two-Factor Theory of Motivation. Integration of Herzberg's and Maslow's Theories. 12. School Reform. Learning Objectives. Market-Based School Reform. Economic Theory and School Reform. School Reform as Investment Opportunity. Education Management Organizations. Contracting versus Privatization. Standards-Based School Reform. Whole-School Reform. Increasing School Autonomy. Support for School Leaders. Coalition of Essential Schools. Accelerated Schools. Comer School Development Program. An Educators Guide to Schoolwide Reform. Teacher Education and School Reform. National Network for Educational Renewal (NNER). The American Council on Education Initiative. The Flexner Report on Medical Education as Precedent.
Dan Inbar - One of the best experts on this subject based on the ideXlab platform.
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school autonomy and 21st century skills in the israeli Educational system discrepancies between the declarative and operational levels
International Journal of Educational Management, 2016Co-Authors: Adam E Nir, Adi Bendavid, Ronit Bogler, Dan Inbar, Anat ZoharAbstract:Purpose The purpose of this paper is to analyze two parallel processes in the Israeli Educational system: first, the idea of school autonomy, exploring its origins and its pedagogical implications and effectiveness; and second, the development of the Progressive Education evident mainly in the cognitive domain of twenty-first century skills (21st CS), focussing on fostering “deep knowledge” and children’s thinking skills. The manuscript explores the various “waves” of Progressive pedagogies that have taken place in the Israeli school system over the years, describing and analyzing the processes that characterize them. Design/methodology/approach Based on a historical perspective, the paper describes chronologically the main developments related to school autonomy and 21st CS policy initiatives, based on a literature review and analysis of policy documents. Findings The review indicates that the Israeli Educational system is still caught in the “centralization trap,” inhibiting major changes in the patterns of central control and degrees of freedom granted to school-level educators. As for school pedagogy, it is evident that most of the changes in pedagogy suggested by the numerous policy documents over the years have not resulted in sustainable, system-wide change. In both issues a large disparity is evident between declarations about innovative pedagogies and school autonomy and their actual implementation. Originality/value The review reflects the idiosyncratic articulation of policy plans conducted by the Ministry of Education, producing discrepancies and incongruences at the school level. Some implications of the “declarative culture” created are further discussed.
