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Accountability policies in education...

Maroy, Christian.

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Accountability policies in education = a comparative and multilevel analysis in France and Quebec /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Accountability policies in education/ edited by Christian Maroy, Xavier Pons.
Reminder of title:	a comparative and multilevel analysis in France and Quebec /
other author:	Maroy, Christian.
Published:	Cham :Springer International Publishing : : 2019.,
Description:	ix, 229 p. :ill., digital ;24 cm.
[NT 15003449]:	1. Introduction -- 2. Morphologies and Contexts -- 3. Theoretical Framework -- 4. Methodology -- 5. Trajectories -- 6. Mediations -- 7. Instrumentation -- 8. Conclusion.
Contained By:	Springer eBooks
Subject:	Educational accountability - France. -
Online resource:	https://doi.org/10.1007/978-3-030-01285-4
ISBN:	9783030012854

Accountability policies in education = a comparative and multilevel analysis in France and Quebec /
Accountability policies in educationa comparative and multilevel analysis in France and Quebec /[electronic resource] :edited by Christian Maroy, Xavier Pons. - Cham :Springer International Publishing :2019. - ix, 229 p. :ill., digital ;24 cm. - Educational governance research,v.112365-9548 ;. - Educational governance research ;v.11..

1. Introduction -- 2. Morphologies and Contexts -- 3. Theoretical Framework -- 4. Methodology -- 5. Trajectories -- 6. Mediations -- 7. Instrumentation -- 8. Conclusion.

This 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.

ISBN: 9783030012854

Standard No.: 10.1007/978-3-030-01285-4doiSubjects--Topical Terms:

3382853
Educational accountability
--France.

LC Class. No.: LB2806.22 / .A236 2019

Dewey Class. No.: 379.158

Accountability policies in education = a comparative and multilevel analysis in France and Quebec /
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505 0 $a 1. Introduction -- 2. Morphologies and Contexts -- 3. Theoretical Framework -- 4. Methodology -- 5. Trajectories -- 6. Mediations -- 7. Instrumentation -- 8. Conclusion.
520 $a This 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.
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