This book explores the dynamic interplay between two fundamental but often conflicting forces within the educational landscape: managerialism and professionalism. Educational reform has long been shaped by a cyclical pattern of tightening and loosening control – an oscillation between the managerial impulse to standardize and the professional need for autonomy. The book examines how this dynamic unfolds in different educational contexts, with a particular focus on the United States and China. Tracing the evolution of reform efforts, examining the tension between managerialism and professionalism, and rethinking the use of data in decision-making, it argues for a shift from top-down control to “data-informed sensemaking,” ultimately advocating for educational systems in which professionalism “leads the dance” and ensures that they truly serve students, teachers, and communities. The book will appeal to scholars, students, and practitioners in the fields of educational management, leadership, administration, and policy.
Educational reform has long been shaped by a cyclical pattern of tightening and loosening control—an oscillation between the managerial impulse to standardize and the professional need for autonomy. The book explores how this dynamic unfolds across different educational contexts, with a particular focus on the United States and China.
