New Public Management and the new professionalism in education: Framing the issue

Gary Anderson; Kathryn Herr

doi:10.14507/epaa.v23.2222

ISSN 1068-2341

EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.

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About The Authors

Gary Anderson
New York University
United States

Gary L. Anderson is a professor of Educational Leadership in the Steinhardt School of Culture, Education, and Human Development at New York University. A former high school teacher and principal, he has published on topics such as educational policy and leadership, critical ethnography, action research, and school micro-politics. His most recent books include: The Action Research Dissertation: A Guide for Students and Faculty (2015, Sage), with Kathryn Herr, and Advocacy Leadership: Toward a Post-Reform Agenda (2009, Routledge).

Kathryn Herr
Montclair State University

Kathryn Herr is a professor in the Department of Educational Foundations in the College of Education and Human Services at Montclair State University, Montclair, NJ. She currently primarily teaches qualitative and action research. Recent publications include The Action Research Dissertation: A Guide for Students and Faculty, (2015, Sage) with co-author, Gary Anderson.

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New Public Management and the new professionalism in education: Framing the issue

Gary Anderson, Kathryn Herr

Abstract

This article provides an introductory frame for this special issue dedicated to New Public Management and the New Professional Educator. We will intoduce the five articles and how they analyze the characteristics of NPM and this emerging new professional as well as forms of educator resistance and advocacy.

Keywords

New Public Management; New Professional Educator; resistance; advocacy

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DOI: https://doi.org/10.14507/epaa.v23.2222

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New Public Management and the new professionalism in education: Framing the issue

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