No child, no school, no state left behind. Schooling in the age of accountability.

Autor/in	Hopmann, Stefan Thomas
Titel	No child, no school, no state left behind. Schooling in the age of accountability.
Quelle	In: Journal of curriculum studies, 40 (2008) 4, S. 417-456Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220270801989818
Schlagwörter	Chancengleichheit; Förderprogramm; Schulwechsel; Curriculum; Rechenschaftslegung; Reform; Standard; PISA (Programme for International Student Assessment)
Abstract	Why and under which conditions do international student assessment programmes like PISA have success? How can the results of these assessments be useful for advocates of different, even contradictory, policies? What might explain different patterns of using assessment as a tool for school governance? Drawing on historical and comparative research, and using PISA as an example, this paper provides a frame for discussing these and other questions around the international rise of accountability as a key tool of social change. The basic argument is that even though accountability is a global phenomenon, the ways and means of enacting and encountering accountability are not. How accountability is experienced depends on deeply engrained 'constitutional mind-sets', i.e. diverse cultures of conceptualizing the relation between the public and its institutions.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1