Literaturnachweis - Detailanzeige
Autor/inn/en | Rivas, Axel; Sanchez, Belen |
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Titel | Race to the Classroom: The Governance Turn in Latin American Education. The Emerging Era of Accountability, Control and Prescribed Curriculum |
Quelle | In: Compare: A Journal of Comparative and International Education, 52 (2022) 2, S.250-268 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Rivas, Axel) ORCID (Sanchez, Belen) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-7925 |
DOI | 10.1080/03057925.2020.1756745 |
Schlagwörter | Governance; Accountability; High Stakes Tests; Foreign Countries; Social Change; Economic Development; Educational Policy; Policy Analysis; Performance Based Assessment; Teacher Evaluation; Teacher Effectiveness; Decision Making; Research Reports; Classroom Techniques; Educational Practices; Elementary Secondary Education; Curriculum Development; Latin America; Argentina; Peru; Brazil; Colombia; Mexico; Uruguay; Chile Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Verantwortung; Ausland; Sozialer Wandel; Wirtschaftsentwicklung; Politics of education; Politikfeldanalyse; Leistungsermittlung; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Decision-making; Entscheidungsfindung; Research report; Forschungsbericht; Klassenführung; Bildungspraxis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lateinamerika; Argentinien; Brasilien; Kolumbien; Mexiko |
Abstract | During the first years of the new century, Latin America went through significant political changes in a period of economic growth. In education, we identify a 'regulatory governance turn' characterised by the emergence of four policy instruments: 1-New performance-based teaching career regulations with teachers' evaluations, 2-Curricular standards and increasing regulation via textbook provision, 3-Test-based accountability based on high-stakes assessments, 4-The formation of the 'school unit' as an accountable decision-making body. These policies created a new regime of accountability, control, and prescribed curriculum, which was fully developed in Chile and Mexico; and substantially in Brazil, Colombia, and Peru. Our research was based on the revision of over 500 articles and policy documents, a genealogy of the trajectories of education policies, and 134 interviews in seven countries: Argentina, Brazil, Chile, Colombia, Mexico, Peru and Uruguay. We present the new policy landscape and analyse the paradoxes of the increasing regulation of classroom practices. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |