LEADER 03901nam 22006495 450 001 9910337746703321 005 20250609111822.0 010 $a9783030012854 010 $a3030012859 024 7 $a10.1007/978-3-030-01285-4 035 $a(CKB)4100000007389446 035 $a(MiAaPQ)EBC5630972 035 $a(DE-He213)978-3-030-01285-4 035 $a(MiAaPQ)EBC5917866 035 $a(EXLCZ)994100000007389446 100 $a20190109d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAccountability Policies in Education $eA Comparative and Multilevel Analysis in France and Quebec /$fedited by Christian Maroy, Xavier Pons 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (234 pages) 225 1 $aEducational Governance Research,$x2365-9556 ;$v11 311 08$a9783030012847 311 08$a3030012840 327 $a1. Introduction -- 2. Morphologies and Contexts -- 3. Theoretical Framework -- 4. Methodology -- 5. Trajectories -- 6. Mediations -- 7. Instrumentation -- 8. Conclusion. 330 $aThis book addresses current changes of education policies in a context of globalisation. It does so by focusing on the implementation of performance-based accountability policies in France and in Quebec (Canada). It questions the trajectory of these policies, their mediations and their instrumentation in various territories and schools through a theoretical framework which combines a North American neo-institutionalist approach with the perspective of the French sociologie de l?action publique. The book extends the current international literature on English-speaking experiences of hard accountability to research on ?soft? accountability policies and proposes a deep investigation in two highly contrasted education systems. This investigation is multilevel and has led to field research both in schools, in intermediate authorities, and in central administrations for three years. The research presented in the book addresses the international literature on accountability in public administration and in education, the current transformations of governance in education, as well as the forms taken by the globalisation of education policies in countries differently exposed to international influences. The comparison highlights a convergent neo-statist trajectory of the performance-based accountability policy in the two countries, various forms of governance by results enacted at the local and meso level, and more intense impacts of these policies on schools and teacher?s practices in Quebec than in France. . 410 0$aEducational Governance Research,$x2365-9556 ;$v11 606 $aEducation and state 606 $aPolitical planning 606 $aPolitical science 606 $aSchool management and organization 606 $aSchool management and organization 606 $aEducational Policy and Politics 606 $aPublic Policy 606 $aGovernance and Government 606 $aOrganization and Leadership 615 0$aEducation and state. 615 0$aPolitical planning. 615 0$aPolitical science. 615 0$aSchool management and organization. 615 0$aSchool management and organization. 615 14$aEducational Policy and Politics. 615 24$aPublic Policy. 615 24$aGovernance and Government. 615 24$aOrganization and Leadership. 676 $a379.15 676 $a379.158 702 $aMaroy$b C.$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aPons$b Xavier$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910337746703321 996 $aAccountability Policies in Education$92497684 997 $aUNINA