Navigating educational challenges: insights into accountability, support and teacher professionalism in diverse contexts
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s11092-024-09430-z.pdf
Reference6 articles.
1. Contreras, P., Santa Cruz, E., Assaél, J., et al. (2024). Re-contextualization of school quality assessment policies: An ethnography approach to SIMCE on Chilean disadvantaged schools. Educational, Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-023-09425-2
2. Ferrer-Esteban, G., & Pagès, M. (2024). Teachers gaming the system: Exploring opportunistic behaviours in a low-stakes accountability system. Educational, Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-023-09424-3
3. Lopez-Agudo, L. A., Latorre, C. P., & Marcenaro-Gutierrez, O. D. (2024). Grade retention in Spain: The right way? Educational, Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-023-09421-6
4. Lucksnat, C., Richter, E., Henschel, S., et al. (2024). Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: Findings from a large-scale study. Educational, Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-023-09426-1
5. Oo, C. Z., Alonzo, D., Asih, R., et al. (2024). Implementing school-based assessment reforms to enhance student learning: A systematic review. Educational, Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-023-09420-7
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