Contesting Educational Accountability Research. Cross-National Dialogues on Quality and Equity. 1st ed. 2026.

Sonst. Personen	de la Vega Rodríguez, Luis Felipe (Hrsg.); Carrasco Aguilar, Claudia Lorena (Hrsg.)
Titel	Contesting Educational Accountability Research. Cross-National Dialogues on Quality and Equity. 1st ed. 2026.
Quelle	Cham: Springer Nature Switzerland (2026), IX, 109 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen 1
Sprache	englisch
Dokumenttyp	online; gedruckt; Monografie
ISBN	978-3-032-16112-3; 9783032161116; 9783032161130; 9783032161147
DOI	10.1007/978-3-032-16112-3
Schlagwörter	Vergleichende Erziehungswissenschaft; Test; Bildungspolitik; Internationale Erziehung; Messung; Bewertung
Abstract	This edited volume explores the evolution and future of educational accountability, highlighting strategies that drive development and improvement. It examines evidence on outcomes and effects, with a focus on performative and market accountability-widely adopted and often debated. The book also addresses emerging mechanisms that strengthen education systems, offering global perspectives, case examples, and practical insights. Readers gain a comprehensive understanding of key issues, enabling informed research, policy, and practice, while fostering ongoing dialogue on enhancing educational quality and equity through accountability. Chapter "Performative Accountability: A Close Examination of a Dominant Model" is licensed under the terms of the Creative Commons AttributionNonCommercial-NoDerivatives 4.0 International License via Springerlink. Inhalt: Preface -- 1. Performative Accountability: A Close Examination of a Dominant Model -- 2. Three Decades of Research on Educational Accountability: Reviewing Influential Articles -- 3. Accountability Tools And Basic Education Assessment: Experiences From Brazil -- 4. Accountability and New Public Management in the Teaching Profession: A Comparative Analysis of Italy, Spain, and Chile -- 5. How to hold weak governments accountable? Tensions between social accountability and state capacities in education in Honduras -- 6. Trends and Tensions in Entrenching and/or Disrupting Performativity Regimes in post-apartheid South Africa -- 7. Deprofessionalization and Segregation in Swedish Education: The Advance of Individualization and the Erosion of the Public Mission -- 8. Looking at the Future of Educational Accountability from the Present.
Erfasst von	Universitätsbibliothek der Humboldt-Universität zu Berlin
Update	2026/3