03901nam 22006495 450 991033774670332120250609111822.09783030012854303001285910.1007/978-3-030-01285-4(CKB)4100000007389446(MiAaPQ)EBC5630972(DE-He213)978-3-030-01285-4(MiAaPQ)EBC5917866(EXLCZ)99410000000738944620190109d2019 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierAccountability Policies in Education A Comparative and Multilevel Analysis in France and Quebec /edited by Christian Maroy, Xavier Pons1st ed. 2019.Cham :Springer International Publishing :Imprint: Springer,2019.1 online resource (234 pages)Educational Governance Research,2365-9556 ;119783030012847 3030012840 1. Introduction -- 2. Morphologies and Contexts -- 3. Theoretical Framework -- 4. Methodology -- 5. Trajectories -- 6. Mediations -- 7. Instrumentation -- 8. Conclusion.This 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. .Educational Governance Research,2365-9556 ;11Education and statePolitical planningPolitical scienceSchool management and organizationSchool management and organizationEducational Policy and PoliticsPublic PolicyGovernance and GovernmentOrganization and LeadershipEducation and state.Political planning.Political science.School management and organization.School management and organization.Educational Policy and Politics.Public Policy.Governance and Government.Organization and Leadership.379.15379.158Maroy C.edthttp://id.loc.gov/vocabulary/relators/edtPons Xavieredthttp://id.loc.gov/vocabulary/relators/edtBOOK9910337746703321Accountability Policies in Education2497684UNINA