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020 _a9783030012854
024 7 _a10.1007/978-3-030-01285-4
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNF
_2bicssc
072 7 _aEDU034000
_2bisacsh
072 7 _aJNF
_2thema
082 0 4 _a379
_223
245 1 0 _aAccountability Policies in Education
_h[electronic resource] :
_bA Comparative and Multilevel Analysis in France and Quebec /
_cedited by Christian Maroy, Xavier Pons.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aIX, 229 p. 9 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEducational Governance Research,
_x2365-9548 ;
_v11
505 0 _a1. Introduction -- 2. Morphologies and Contexts -- 3. Theoretical Framework -- 4. Methodology -- 5. Trajectories -- 6. Mediations -- 7. Instrumentation -- 8. Conclusion.
520 _aThis book addresses current changes of education policies in a context of globalisation. It does so by focusing on the implementation of performance-based accountability policies in France and in Quebec (Canada). It questions the trajectory of these policies, their mediations and their instrumentation in various territories and schools through a theoretical framework which combines a North American neo-institutionalist approach with the perspective of the French sociologie de l’action publique. The book extends the current international literature on English-speaking experiences of hard accountability to research on “soft” accountability policies and proposes a deep investigation in two highly contrasted education systems. This investigation is multilevel and has led to field research both in schools, in intermediate authorities, and in central administrations for three years. The research presented in the book addresses the international literature on accountability in public administration and in education, the current transformations of governance in education, as well as the forms taken by the globalisation of education policies in countries differently exposed to international influences. The comparison highlights a convergent neo-statist trajectory of the performance-based accountability policy in the two countries, various forms of governance by results enacted at the local and meso level, and more intense impacts of these policies on schools and teacher’s practices in Quebec than in France. .
650 0 _aEducational policy.
650 0 _aEducation and state.
650 0 _aPublic policy.
650 0 _aPolitical science.
650 0 _aSchool management and organization.
650 0 _aSchool administration.
650 1 4 _aEducational Policy and Politics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O19000
650 2 4 _aPublic Policy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/911060
650 2 4 _aGovernance and Government.
_0https://scigraph.springernature.com/ontologies/product-market-codes/911220
650 2 4 _aAdministration, Organization and Leadership.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O17000
700 1 _aMaroy, Christian.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aPons, Xavier.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030012847
776 0 8 _iPrinted edition:
_z9783030012861
830 0 _aEducational Governance Research,
_x2365-9548 ;
_v11
856 4 0 _uhttps://doi.org/10.1007/978-3-030-01285-4
942 _2ddc
_cEBOOK