School Evaluation Policies and Educating States: Trends in Four European Countries
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Brussels
P.I.E-Peter Lang S.A., Éditions Scientifiques Internationales
2014
|
| Ausgabe: | 1st, New ed |
| Schlagworte: | |
| Online-Zugang: | BSB01 Volltext |
| Beschreibung: | Online resource; title from title screen (viewed June 10, 2019) |
| Beschreibung: | 1 Online-Ressource (210 Seiten) |
| ISBN: | 9783035264210 |
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| 505 | 8 | |a Are we witnessing the decline of state involvement in education or is it being reshaped, and if so how? Surprisingly, this question has received little attention from researchers in education studies, sociology and political science. This book aims to fill this gap by exploring school evaluation policies in four European countries: England, France, Scotland and Switzerland. It shows that the same policy tool - promoted in many European and international arenas concerned with good practice in educational governance - can actually give rise in each system to a variety of policy configurations in which forms of state control can differ. Written from a policy sociology perspective, the book aims to go beyond the decline/permanence dichotomy and proposes a specific conceptual framework within which to consider both contextualised forms of state intervention and their potential similarities and combinations. By doing this, the authors not only aim to counterbalance or supplement dominant views on the Europeanisation and transnationalisation of education policies but also to imagine new possibilities for state policy analysis | |
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Datensatz im Suchindex
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| author | Buisson-Fenet, Hélène |
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| author_sort | Buisson-Fenet, Hélène |
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| contents | Are we witnessing the decline of state involvement in education or is it being reshaped, and if so how? Surprisingly, this question has received little attention from researchers in education studies, sociology and political science. This book aims to fill this gap by exploring school evaluation policies in four European countries: England, France, Scotland and Switzerland. It shows that the same policy tool - promoted in many European and international arenas concerned with good practice in educational governance - can actually give rise in each system to a variety of policy configurations in which forms of state control can differ. Written from a policy sociology perspective, the book aims to go beyond the decline/permanence dichotomy and proposes a specific conceptual framework within which to consider both contextualised forms of state intervention and their potential similarities and combinations. By doing this, the authors not only aim to counterbalance or supplement dominant views on the Europeanisation and transnationalisation of education policies but also to imagine new possibilities for state policy analysis |
| ctrlnum | (ZDB-114-LAC)9783035264210 (OCoLC)1317689005 (DE-599)BVBBV048209244 |
| discipline | Pädagogik Soziologie |
| discipline_str_mv | Pädagogik Soziologie |
| edition | 1st, New ed |
| format | Electronic eBook |
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| spelling | Buisson-Fenet, Hélène Verfasser aut School Evaluation Policies and Educating States Trends in Four European Countries Hélène Buisson-Fenet, Xavier Pons 1st, New ed Brussels P.I.E-Peter Lang S.A., Éditions Scientifiques Internationales 2014 1 Online-Ressource (210 Seiten) txt rdacontent c rdamedia cr rdacarrier Online resource; title from title screen (viewed June 10, 2019) Are we witnessing the decline of state involvement in education or is it being reshaped, and if so how? Surprisingly, this question has received little attention from researchers in education studies, sociology and political science. This book aims to fill this gap by exploring school evaluation policies in four European countries: England, France, Scotland and Switzerland. It shows that the same policy tool - promoted in many European and international arenas concerned with good practice in educational governance - can actually give rise in each system to a variety of policy configurations in which forms of state control can differ. Written from a policy sociology perspective, the book aims to go beyond the decline/permanence dichotomy and proposes a specific conceptual framework within which to consider both contextualised forms of state intervention and their potential similarities and combinations. By doing this, the authors not only aim to counterbalance or supplement dominant views on the Europeanisation and transnationalisation of education policies but also to imagine new possibilities for state policy analysis Kritik (DE-588)4033229-9 gnd rswk-swf Bildungspolitik (DE-588)4006667-8 gnd rswk-swf Schottland (DE-588)4053233-1 gnd rswk-swf Frankreich (DE-588)4018145-5 gnd rswk-swf England (DE-588)4014770-8 gnd rswk-swf Schweiz (DE-588)4053881-3 gnd rswk-swf Frankreich (DE-588)4018145-5 g England (DE-588)4014770-8 g Schottland (DE-588)4053233-1 g Schweiz (DE-588)4053881-3 g Bildungspolitik (DE-588)4006667-8 s Kritik (DE-588)4033229-9 s DE-604 Pons, Xavier Sonstige oth Erscheint auch als Druck-Ausgabe 9782875741639 Erscheint auch als Druck-Ausgabe 9783035295948 Erscheint auch als Druck-Ausgabe 9783035295955 https://www.peterlang.com/view/product/61789?format=EPDF Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Buisson-Fenet, Hélène School Evaluation Policies and Educating States Trends in Four European Countries Are we witnessing the decline of state involvement in education or is it being reshaped, and if so how? Surprisingly, this question has received little attention from researchers in education studies, sociology and political science. This book aims to fill this gap by exploring school evaluation policies in four European countries: England, France, Scotland and Switzerland. It shows that the same policy tool - promoted in many European and international arenas concerned with good practice in educational governance - can actually give rise in each system to a variety of policy configurations in which forms of state control can differ. Written from a policy sociology perspective, the book aims to go beyond the decline/permanence dichotomy and proposes a specific conceptual framework within which to consider both contextualised forms of state intervention and their potential similarities and combinations. By doing this, the authors not only aim to counterbalance or supplement dominant views on the Europeanisation and transnationalisation of education policies but also to imagine new possibilities for state policy analysis Kritik (DE-588)4033229-9 gnd Bildungspolitik (DE-588)4006667-8 gnd |
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| title | School Evaluation Policies and Educating States Trends in Four European Countries |
| title_auth | School Evaluation Policies and Educating States Trends in Four European Countries |
| title_exact_search | School Evaluation Policies and Educating States Trends in Four European Countries |
| title_exact_search_txtP | School Evaluation Policies and Educating States Trends in Four European Countries |
| title_full | School Evaluation Policies and Educating States Trends in Four European Countries Hélène Buisson-Fenet, Xavier Pons |
| title_fullStr | School Evaluation Policies and Educating States Trends in Four European Countries Hélène Buisson-Fenet, Xavier Pons |
| title_full_unstemmed | School Evaluation Policies and Educating States Trends in Four European Countries Hélène Buisson-Fenet, Xavier Pons |
| title_short | School Evaluation Policies and Educating States |
| title_sort | school evaluation policies and educating states trends in four european countries |
| title_sub | Trends in Four European Countries |
| topic | Kritik (DE-588)4033229-9 gnd Bildungspolitik (DE-588)4006667-8 gnd |
| topic_facet | Kritik Bildungspolitik Schottland Frankreich England Schweiz |
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