Nations across the globe are looking for the best ways to innovate their schools and enhance the learning of their students. Increasingly, school administrators and policymakers look to their peers in other countries for ideas on how to improve their schools. This study examined a Swedish-based organization’s educational model that is being adopted and implemented in the United Kingdom and the Netherlands. More specifically, what conditions existed to motivate individuals or a coalition of people to implant a model in their respective countries; how and to what extent do schools in the selected cases implement the model; and lastly, what can educators learn from their peers about the implementation of this foreign educational model? This qualitative study employed the traditions of a multiple case study as well as the literature on educational exportation, globalization, and educational policy borrowing and transfer. This study found that motivations for cross-national borrowing can emerge from below at the school level and from above at the nation-state level. These motivations were most often centered around a concerted effort to improve outcomes for the students in each case. The implementation of the borrowed model was difficult and complicated by a multitude of both external and internal factors. In the end, implementation is improved when the model is implemented in a whole, as opposed to a gradual, plug-and-play approach.
|Advisor:||Gershberg, Alec Ian|
|Commitee:||Hall, Kathleen, Simon, Elaine|
|School:||University of Pennsylvania|
|Department:||Educational and Organizational Leadership|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 82/3(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, International Relations|
|Keywords:||Borrowing, Cross-national, Kunskapsskolan|
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