Towards a research paradigm on devolution

Abstract

Addresses the persistent tension that exists between centralized, as opposed to decentralized (devolved), structures of school governance. Examines the claims made in the literature for the positive benefits of devolution and conversely for its negative outcomes, and proposes some more realistic expectations. Focuses on the relationship between devolution and improved teaching and learning. Contributes to future research by providing a detailed analysis of the meaning of devolution and proposes a preliminary research paradigm with a special focus on the variables likely to have a direct effect on student learning outcomes. Calls for a co‐ordinated international programme of research into the effects of devolution under the leadership of the Commonwealth Council of Educational Administration

Citation

Sharpe, F.G. (1996), "Towards a research paradigm on devolution", Journal of Educational Administration, Vol. 34 No. 1, pp. 4-23. https://doi.org/10.1108/09578239610107138