Titlebook: Educational Authorities and the Schools; Organisation and Imp Helene Ärlestig,Olof Johansson Book 2020 The Editor(s) (if applicable) and Th

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https://doi.org/10.1007/978-3-031-55594-7’s school accountability movement. For the past 30 years, the U.S. has been hyper-focused on standardized testing, and all major school reforms introduced since the 1980s have utilize test scores as the primary measure of success--or failure. Initiated in 2013 and foreshadowing a similar but less am

Charade

https://doi.org/10.1007/978-3-642-60475-1ve repeatedly emerged on the policy landscape of the United States: (1) choosing between equity and efficiency; (2) varying reliance on centralized versus decentralized structures; and (3) switching between “civic” and market-driven policy levers. We choose to highlight Minnesota because it illustra

CANT

The Tests for Multivariate Normalityral, state, and district levels. These policies are developed under the assumption that their implementation with fidelity will ameliorate the challenges policymakers perceive to exist in schools. However, as noted by Cohen et al. (Am J Educ 113(4):515–548, 2007), “The relations between policy and p

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hegemony

Denmark: Contracts in Danish Educational Governance more detailed descriptions of the national governance players/agencies, and by analyses of the preferred model of governance, the contract. An important source of inspiration, the transnational agency, is included in the description of the development of a contemporary national governance model. Mo

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