scholarly journals Educational Authority and Manipulation

Paideusis ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 21-38
Author(s):  
Tapio Puolimatka
Keyword(s):  
Educational Authority

Family Control, Bridal Pregnancy, and Illegitimacy

2001 ◽  
Vol 25 (3) ◽  
pp. 449-479
Author(s):  
Jan Van Bavel
Keyword(s):  
Social Control ◽  
Common Ground ◽  
Local Community ◽  
Deviant Behavior ◽  
Social Processes ◽  
Family Control ◽  
The Family ◽  
Educational Authority ◽  
The Common ◽  
And Migration

Extramarital pregnancy and illegitimate childbearing have been interpreted by historians as well as sociologists basically in terms of deviant behavior and lack of social control (Tranter 1985; Blaikie 1995). While society has looked at procreation outside marriage as a moral lapse, social science has regarded it in terms of deviancy, as “something which interrupted the proper functioning of social processes, and revealed a failure of social control, the control of individual behavior by family and kin, by political and educational authority” (Laslett 1980a: 1–2).Within this framework, interpretations of the “illegitimacy explosion” of the late eighteenth and early nineteenth centuries have almost invariably referred toweakening social control as a result of industrialization, urbanization, and migration. In the 1970s, the debate on the rise of illegitimacy was centered on Edward Shorter's contention that women's emancipation produced rising extramarital sexual activity. This article does not reopen that dispute (see Shorter 1971, 1975: 255–68; Tilly et al. 1976; Lee 1977; Fairchilds 1978; Alter 1988). Rather, it starts from the common ground underlying the different interpretations, which associates adolescent extramarital pregnancy with social isolation. Scholars have argued that migration and new living and working conditions often led to separation from the family and local community. This change would have resulted in the collapse of traditional social control, making premarital intercourse more likely.

Choice and Action: William Ames's Concept of the Mind's Operation in Moral Decisions

1987 ◽  
Vol 56 (2) ◽  
pp. 188-203 ◽  
Author(s):  
Lynne Courter Boughton
Keyword(s):  
The Netherlands ◽  
Church Of England ◽  
Human Mind ◽  
Cambridge University ◽  
Moral Decisions ◽  
The Reformation ◽  
Educational Authority ◽  
The Church ◽  
Will Of God

When William Ames (1576–1633) chose not to wear a surplice while preaching at a Cambridge University chapel, he embodied the Reformation spirit of defiance toward the symbols of ecclesiastical and educational authority. This action and subsequent signs of dissent within the Church of England earned Ames a life of exile in the Netherlands. Yet in serving as a professor at the Universities of Leiden and Franeker, the Puritan scholar perfected methods of instruction that would establish him as an authority among those similarly committed to learning the revealed will of God and investigating the structure and operation of the human mind.

The Uncertain Profession: Harvard and the Search for Educational Authority

1981 ◽  
Vol 52 (5) ◽  
pp. 544
Author(s):  
E. D. Duryea ◽  
Arthur G. Powell
Keyword(s):  
Educational Authority

Educational Authority in the ‘‘Open Door’’ Marketplace

2016 ◽  
Vol 89 (3) ◽  
pp. 155-170 ◽  
Author(s):  
Nicole M. Deterding ◽  
David S. Pedulla
Keyword(s):  
Labor Markets ◽  
Institutional Quality ◽  
Open Door ◽  
For Profit ◽  
Educational Authority ◽  
Job Openings ◽  
Associate's Degree ◽  
Institutional Landscape ◽  
Using Data ◽  
The U.S

In recent years, private for-profit education has been the fastest growing segment of the U.S. postsecondary system. Traditional hiring models suggest that employers clearly and efficiently evaluate college credentials, but this changing institutional landscape raises an important question: How do employers assess credentials from emerging institutions? Building on theories of educational authority, we hypothesize that employers respond to an associate’s degree itself over the institution from which it came. Using data from a field experiment that sent applications to administrative job openings in three major labor markets, we found that employers responded similarly to applicants listing a degree from a fictional college and applicants listing a local for-profit or nonprofit institution. There is some evidence that educational authority is incomplete, but employers who prefer degree-holders do not appear to actively evaluate institutional quality. We conclude by discussing implications of our work for research on school to labor market links within the changing higher education marketplace.

School principals’ role in the interplay between the superintendents and local education authorities

2015 ◽  
Vol 53 (2) ◽  
pp. 287-306 ◽  
Author(s):  
Audrey Addi-Raccah
Keyword(s):  
School Districts ◽  
Elementary School Principals ◽  
Design Methodology ◽  
School Principals ◽  
Boundary Spanners ◽  
Unique Contribution ◽  
Content Type ◽  
Educational Authority ◽  
Depth Interviews

Purpose – The purpose of this paper is to probe the extent to which principals, as boundary spanners, manage with the influence of the local educational authority (LEA) and the superintendent over school matters. Design/methodology/approach – The study is based on sequential quantitative→qualitative explanatory mixed research design. It is based on a sample of 161 Hebrew elementary school principals in two school districts in Israel who completed a questionnaire and on in-depth interviews with four school principals. Findings – The findings indicated that school principals initiate assistance from the superintendent and the LEA depending on the influence they have in schools. However, they utilize their relations with each external agency differently. With the LEA, they established mutual exchange relations whereas school principals engage with the superintendent in order to negotiate more effectively with the LEA. By doing so, principals can control external agencies’ involvement in schools along with strengthening the power of the central educational authority. Originality/value – The study makes a unique contribution to the literature on school principals’ role with external agencies by revealing their navigation and balancing among the various factors that influence schools. The study highlights the agential role of school principals.

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