Exploring New Institutionalist Approaches in Comparative Education Policy Research

Jiaying Zhang

doi:10.47297/wspiedWSP2516-250041.20250911

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Exploring New Institutionalist Approaches in Comparative Education Policy Research

9卷第11期

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Exploring New Institutionalist Approaches in Comparative Education Policy Research
Exploring New Institutionalist Approaches in Comparative Education Policy Research
Harvard Graduate School of Education (HGSE), Cambridge, MA 02138, USA
2025年9卷第11期页码：189-193
纸质出版：2025-11-30
DOI：10.47297/wspiedWSP2516-250041.20250911
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Jiaying Zhang. (2025). Exploring New Institutionalist Approaches in Comparative Education Policy Research. 国际教育与发展（英文版）, 9(11), 189-193.

Zhang Jiaying.Exploring New Institutionalist Approaches in Comparative Education Policy Research[J].Journal of International Education and Development,2025,09(11):189-193.
Jiaying Zhang. (2025). Exploring New Institutionalist Approaches in Comparative Education Policy Research. 国际教育与发展（英文版）, 9(11), 189-193. DOI： 10.47297/wspiedWSP2516-250041.20250911.

Zhang Jiaying.Exploring New Institutionalist Approaches in Comparative Education Policy Research[J].Journal of International Education and Development,2025,09(11):189-193. DOI： 10.47297/wspiedWSP2516-250041.20250911.

摘要

Abstract

With the deepening of globalization

cross-national comparative research on education policy has increasingly become a focal point in academic circles. New institutionalism

as an important theoretical analytical framework

provides unique perspectives and methodological tools for comparative education policy research. This paper systematically explores the application value of three major schools of new institutionalism in comparative education policy research

analyzing the theoretical characteristics and analytical advantages of historical institutionalism

rational choice institutionalism

and sociological institutionalism respectively. Through comparative analysis of education policy formulation processes

implementation mechanisms

and policy diffusion pathways across different countries

this study reveals the critical role of institutional factors in education policy evolution. The research findings indicate that new institutionalist analytical approaches can effectively explain the path-dependent characteristics of education policies

the behavioral logic of stakeholders

and the legitimacy construction processes of policies

providing important theoretical support and methodological guidance for deepening comparative education policy research.

关键词

Keywords

references

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