Titlebook: Accountability Policies in Education; A Comparative and Mu Christian Maroy,Xavier Pons Book 2019 Springer Nature Switzerland AG 2019 France

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https://doi.org/10.1007/978-1-4419-8810-2 relationship in the continuation of Mark Bovens’ perspective. Then we synthesize the four main approaches of education accountability available in the international literature: the typological approach, the political approach questioning the transformations of governance of education systems, the e

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Kuah-Pearce Khun Eng,Andrew P. Davidsonacademic origins. The second describes the design of the comparison. The latter was more oriented to cases rather than variables according to Ragin’s distinction. Our overall research strategy was based on the disconfirmation of a most likely case. We chose a policy—accountability policy—which can b

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At Home in the Chinese Diasporaend of the school year 2016–2017. Drawing on the perspective proposed by Stephen Ball on policy trajectory (1994), the idea here is not to provide the reader with a linear chronological presentation of the history of each policy but rather, following Foucault’s genealogical method, to contemplate po

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Conclusion: At Home in the Institution,ntability reports, are similar in the two case studies. In this chapter, we focus on the (non)usages of key tools such as indicators and contracts at the school level. In theoretical terms, we investigate the processes of instrumentation of the policy, that is to say, the problems created by the cho

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Methodology,n, zu Preisabschlägen. Diese Liquiditätsspreads sind insbesondere für Anleihen von erheblicher Bedeutung, da sie oft hinsichtlich ihrer sonstigen Merkmale – außer der unterschiedlichen Liquidität – vergleichbar sind; daher sind die liquiditätsbedingten Abschläge auf Anleihemärkten meist unmittelbar

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