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

Femish

Estonia: School Governance in Estonia – Turnaround from Order-Oriented to Inclusive and Evidence-Basafter making difficult decisions and choices turned toward a modern inclusive and evidence-based governance education system. The state provided broad autonomy to schools and heads to make decisions in the content of the education they provide through the learning environment and administration syst

Intuitive

GORGE

小母马

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muffler

Ontario, Canada: Education in the Echo Chamber: Understanding K-12 Education Governance in Ontario, age approach (Dupriez V, Maroy C, J Edu Policy 18:375–392, 2003) and using the concepts of centralization, coordination, and hard/soft power as a sense-making framework, it describes the three-tiered formal authority structure as well as the constellation of school agencies that compose the wider ed

Lacunar-Stroke

California, USA: “The California Way”: The Golden State’s Promise to Empower Principals and De-empha’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

Panther

Minnesota, USA: Minnesota: Finance and Policy in a High Performing U.S. Stateve 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

引起

South Carolina, USA: Educational Authorities and the Schools: Conflict and Cooperation in South Caroral, 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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