Top-down and bottom-up approaches to improve educational quality: their intended and unintended consequences
Author:
Publisher
Springer Science and Business Media LLC
Subject
Organizational Behavior and Human Resource Management,Education
Link
http://link.springer.com/content/pdf/10.1007/s11092-019-09294-8.pdf
Reference4 articles.
1. Fuller, B. (2008). Liberal learning in centralising states. In B. Fuller, M. K. Henne, & E. Hannum (Eds.), Strong States, weak schools: the benefits and dilemmas of centralised accountability (Vol. 16). Bingley: Emerald Group.
2. Gunter, H. M., Grimaldi, E., Hall, D., & Serpieri, R. (2016). NPM and educational reform in Europe. In H. M. Gunter, E. Grimaldi, D. Hall, & R. Serpieri (Eds.), New public management and the reform of education. European lessons for policy and practice. London: Routledge.
3. Mintrop, H. (2004). Schools on probation: how accountability works (and doesn’t work). New York: Teachers College Press.
4. Skedsmo, G., & Huber, S. G. (2018). Teacher evaluation: the need for valid measures and increased teacher involvement. Educational Assessment, Evaluation and Accountability, 30(1), 1–5.
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