Reforming Schools Globally: A Multi-Scalar Analysis of Autonomy and Accountability Policies in the Education Sector

Professionalism in the era of accountability : role discrepancy and responses among teachers in the Netherlands

Autori: Natalie Browes; Hülya K. Altinyelken
Pubblicato in: The British Journal of Sociology, Numero 14684446, 2022, ISSN 1468-4446
Editore: Wiley
DOI: 10.1111/1468-4446.12917

Teaching as affective labour in a datafied world: a scoping review of the relationship between performance-based accountability and teachers' emotions

Autori: Camphuijsen, Marjolein K.; Levatino, Antonina; Mentini, Laura; Parcerisa, Lluís
Pubblicato in: Foro de Educación, Numero 16987802, 2022, ISSN 1698-7802
Editore: FahrenHouse
DOI: 10.5281/zenodo.7263071

All in this together? The reconstitution of policy discourses on teacher collaboration as governance in post-crisis Europe

Autori: Milner, Alison; Browes, Natalie; Murphy, Timothy RN
Pubblicato in: European Educational Research Journal, Numero 14749041, 2020, ISSN 1474-9041
Editore: Symposium Journals Ltd.,
DOI: 10.1177/1474904120911754

El rol de la investigación en la configuración del campo educativo en Chile. Perspectivas, influencias y omisiones

Autori: Villalobos, Cristóbal; Parcerisa, Lluís
Pubblicato in: Revista de Estudios Teóricos y Epistemológicos en Política Educativa, Numero 24093696, 2020, ISSN 2409-3696
Editore: UEPG
DOI: 10.5212/retepe.v.5.15145.011

La Consolidación del Estado Evaluador a Través de Políticas de Rendición de Cuentas: Trayectoria, Producción y Tensiones en el Sistema Educativo Chileno

Autori: Parcerisa, Lluís; Falabella, Alejandra
Pubblicato in: Archivos Analíticos de Políticas Educativas, Numero 10682341, 2017, ISSN 1068-2341
Editore: Arizona State University
DOI: 10.14507/epaa.25.3177

To align or not to align: the enactment of accountability and data-use in disadvantaged school contexts

Autori: Lluís Parcerisa
Pubblicato in: Educational Assessment, Evaluation and Accountability, Numero 18748597, 2021, Pagina/e 455-482, ISSN 1874-8597
Editore: Springer Verlag
DOI: 10.1007/s11092-020-09341-9

Enacting performance-based accountability in a Southern European school system: between administrative and market logics

Autori: Marcel Pagès
Pubblicato in: Educational Assessment, Evaluation and Accountability, Numero 18748597, 2021, Pagina/e 535-561, ISSN 1874-8597
Editore: Springer Verlag
DOI: 10.1007/s11092-021-09359-7

Test-based accountability and perceived pressure in an autonomous education system: does school performance affect teacher experience?

Autori: Natalie Browes
Pubblicato in: Educational Assessment, Evaluation and Accountability, Numero 18748597, 2021, Pagina/e 483-509, ISSN 1874-8597
Editore: Springer Verlag
DOI: 10.1007/s11092-021-09365-9

School actors’ enactment of a performative accountability scheme in Russia: Tensions, dilemmas and strategies:

Autori: Galina Gurova; Marjolein K. Camphuijsen
Pubblicato in: European Educational Research Journal, Numero 14749041, 2020, ISSN 1474-9041
Editore: Symposium Journals Ltd.,
DOI: 10.1177/1474904119856261

Schools in the media: framing national standardized testing in the Norwegian press, 2004–2018

Autori: Marjolein K. Camphuijsen, Antonina Levatino
Pubblicato in: Discourse: Studies in the Cultural Politics of Education, 2021, Pagina/e 1-16, ISSN 0159-6306
Editore: Carfax Publishing Ltd.
DOI: 10.1080/01596306.2021.1882390

Teachers' beliefs about standardised testing and test-based accountability: comparing the perceptions and experiences of teachers in Chile and Norway

Autori: Marjolein K. Camphuijsen, Lluís Parcerisa
Pubblicato in: European Journal of Education, Numero 14653435, 2023, ISSN 1465-3435
Editore: Wiley
DOI: 10.5281/zenodo.7264936

The instrumentation of test-based accountability in the autonomous dutch system

Autori: Browes, Natalie; Altinyelken, Hulya K.
Pubblicato in: Journal of Education Policy, Numero 02680939, 2018, ISSN 0268-0939
Editore: Taylor & Francis
DOI: 10.1080/02680939.2019.1689577

Common standards, different stakes: A comparative and multi-scalar analysis of accountability reforms in the Spanish education context

Autori: Antoni Verger, Miriam Prieto, Marcel Pagès, Patricia Villamor
Pubblicato in: European Educational Research Journal, 2018, Pagina/e 147490411878555, ISSN 1474-9041
Editore: Symposium Journals Ltd.,
DOI: 10.1177/1474904118785556

Reforming governance through policy instruments: how and to what extent standards, tests and accountability in education spread worldwide

Autori: Antoni Verger, Clara Fontdevila, Lluís Parcerisa
Pubblicato in: Discourse: Studies in the Cultural Politics of Education, 2019, Pagina/e 1-23, ISSN 0159-6306
Editore: Carfax Publishing Ltd.
DOI: 10.1080/01596306.2019.1569882

The growth and spread of large-scale assessments and test-based accountabilities: a political sociology of global education reforms

Autori: Verger, Antoni; Parcerisa, Lluís; Fontdevila, Clara
Pubblicato in: Educational Review, Numero 1, 2019, ISSN 0013-1911
Editore: Carfax Publishing Ltd.
DOI: 10.5281/zenodo.1465986

Global perspectives on high-stakes teacher accountability policies: An introduction

Autori: Jessica Holloway, Tore Bernt Sørensen, Antoni Verger
Pubblicato in: education policy analysis archives, Numero 25, 2017, Pagina/e 85, ISSN 1068-2341
Editore: Arizona State University
DOI: 10.14507/epaa.25.3325

Teacher Autonomy in the Age of Performance-based Accountability: A Review based on Teaching Profession Regulatory Models (2017-2020)

Autori: Parcerisa, Lluís; Verger, Antoni; Pagès, Marcel; Browes, Natalie
Pubblicato in: Archivos Analíticos de Políticas Educativas, Numero 10682341, 2022, ISSN 1068-2341
Editore: Arizona State University
DOI: 10.14507/epaa.30.6204

Why Do Opt-Out Movements Succeed (or Fail) in Low- Stakes Accountability Systems? A Case Study of the Network of Dissident Schools in Catalonia

Autori: Parcerisa, Lluís; Pagès, Marcel; Termes, Andreu; Collet-Sabé, Jordi
Pubblicato in: Archivos Analíticos de Políticas Educativas, Numero 10682341, 2022, ISSN 1068-2341
Editore: Arizona State University
DOI: 10.14507/epaa.30.6330

Global governance through peer review: the Dutch experience of OECD reviews of National Policies for Education

Autori: Natalie Browes; Antoni Verger
Pubblicato in: Critical Policy Studies, Numero 19460171, 2020, Pagina/e 405-424, ISSN 1946-0171
Editore: Routledge
DOI: 10.1080/19460171.2020.1865177

Movimientos sociales y resistencia al accountability en Chile: estrategias discursivas, identidad y acciones de la campaña Alto al SIMCE

Autori: Parcerisa, Lluís; Villalobos, Cristóbal
Pubblicato in: Izquierdas, Numero 07185049, 2020, Pagina/e 2427-2455, ISSN 0718-5049
Editore: Universidad de Santiago de Chile
DOI: 10.4067/S0718-50492021000100216

At the crossroad of performativity and the market: Schools' logics of action under post-bureaucratic and hybrid accountabilities

Autori: Marcel Pagès, Gerard Ferrer-Esteban, Antoni Verger, Míriam Prieto
Pubblicato in: Compare, Numero 03057925, 2023, ISSN 0305-7925
Editore: Carfax Publishing Ltd.
DOI: 10.5281/zenodo.7269808

Coping with performance expectations:: towards a deeper understanding of variation in school principals’ responses to accountability demands

Autori: Marjolein K. Camphuijsen; Marjolein K. Camphuijsen
Pubblicato in: Educational Assessment, Evaluation and Accountability, Numero 18748597, 2021, Pagina/e 427-453, ISSN 1874-8597
Editore: Springer Verlag
DOI: 10.1007/s11092-020-09344-6

Test-based accountability in the Norwegian context: exploring drivers, expectations and strategies

Autori: Marjolein K. Camphuijsen; Jorunn Møller; Guri Skedsmo
Pubblicato in: Journal of Education Policy, Numero 02680939, 2020, Pagina/e 624-642, ISSN 0268-0939
Editore: Taylor & Francis
DOI: 10.1080/02680939.2020.1739337

Rendición de cuentas y política educativa: Una revisión de la evidencia internacional y futuros retos para la investigación

Autori: Parcerisa, Lluís; Verger, Antoni
Pubblicato in: Profesorado: Revista de Currículum y Formación del Profesorado, Numero 1138414X, 2016, ISSN 1138-414X
Editore: Editorial Universidad de Granada
DOI: 10.5281/zenodo.7263110

Understanding the Stakes: The Influence of Accountability Policy Options on Teachers' Responses

Autori: Antonina Levatino, Lluís Parcerisa, Antoni Verger
Pubblicato in: Educational Policy, Numero 08959048, 2023, ISSN 0895-9048
Editore: SAGE Publications
DOI: 10.5281/zenodo.7264948

Test-Based Accountability and the Rise of Regulatory Governance in Education: A Review of Global Drivers

Autori: Verger, Antoni; Parcerisa, Lluís
Pubblicato in: Education Governance and Social Theory: Interdisciplinary Approaches to Research, 2019, Pagina/e 139-158, ISBN 978-1-3500-4006-9
Editore: Bloomsbury
DOI: 10.5040/9781350040090.ch-007

High-stakes accountability and the expansion of a school improvement industry in Chile

Autori: Parcerisa, Lluís; Verger, Antoni; Falabella, Alejandra
Pubblicato in: Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing, 2020, ISBN 9780429330025
Editore: Routledge
DOI: 10.4324/9780429330025-10

Understanding the PISA influence on national education policies: a focus on policy transfer mechanisms

Autori: Parcerisa, Lluís; Fontdevila, Clara; Verger, Antoni
Pubblicato in: International Perspectives on School Settings, Education Policy and Digital Strategies: A Transatlantic Discourse in Education Research, 2021, ISBN 978-3-8474-1660-9
Editore: Verlag Barbara Budrich
DOI: 10.2307/j.ctv1gbrzf4.14

In and out of the 'pressure cooker': Schools' varying responses to accountability and datafication

Autori: Verger, Antoni; Ferrer-Esteban, Gerard; Parcerisa, Lluís
Pubblicato in: World Yearbook of Education 2021 Accountability and Datafication in the Governance of Education, 2020, ISBN 9781003014164
Editore: Routledge
DOI: 10.4324/9781003014164-17

Constructing School Autonomy with Accountability as a Global Policy Model: A Focus on OECD's Governance Mechanisms

Autori: Verger, Antoni; Fontdevila, Clara; Parcerisa, Lluís
Pubblicato in: The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, 2019, ISBN 978-3-030-33798-8
Editore: Springer International Publishing
DOI: 10.1007/978-3-030-33799-5_11

Not everything that moves must converge: Evidence from global practice on performance-based accountability

Autori: Gerard Ferrer-Esteban, Clara Fontdevila, Antoni Verger
Pubblicato in: Researching Global Education Policy: Diverse Approaches to Policy Movement, 2023
Editore: Bristol University Press

The trajectories and enactment of accountability policies in education. A focus on Chile

Autori: Lluís Parcerisa
Pubblicato in: 2020
Editore: Universitat Autònoma de Barcelona

From trust in the profession to trust in results : A multi-scalar analysis of performance-based accountability in Norwegian education

Autori: Marjolein K. Camphuijsen
Pubblicato in: 2021
Editore: Universitat Autònoma de Barcelona

Holding Schools Accountable : Developing and Enacting Test-Based Accountability in the Autonomous Dutch Education System

Autori: Natalie Browes
Pubblicato in: 2021
Editore: Universitat Autònoma de Barcelona

School autonomy with accountability reforms in Madrid : From instrumentation to policy enactment

Autori: Marcel Pagès
Pubblicato in: 2021
Editore: Universitat Autònoma de Barcelona

How do Schools React? Making sense of organizational responses to high-stakes accountability through theoretical cross-fertilization

Autori: Gerard Ferrer-Esteban, Antoni Verger, Lluís Parcerisa
Pubblicato in: 2022
Editore: Reformed Conference proceedings

More than a vocation: A survey experiment on the policy drivers of teachers’ work motivation and organizational preferences

Autori: Antonina Levatino, Gerard Ferrer-Esteban, Antoni Verger
Pubblicato in: 2022
Editore: Reformed conference proceedings

Data chasing policy: The OECD and the construction of 'school autonomy with accountability' as a global policy model

Autori: Clara Fontdevila, Antoni Verger
Pubblicato in: 2022
Editore: Reformed conference proceedings

Researching the adoption of School Autonomy with Accountability reforms: A methodological note on country case studies

Autori: Fontdevila, Clara
Pubblicato in: 2019
Editore: Reformed Project
DOI: 10.5281/zenodo.3557302

World Yearbook of Education 2021: Accountability and Datafication in the Governance of Education

Autori: Sotiria Grek, Christian Maroy, Antoni Verger
Pubblicato in: 2021
Editore: Routledge

Autonomia de centre, avaluació escolar i rendició de comptes: La professió docent i les escoles davant la nova política educativa

Autori: Gerard Ferrer-Esteban, Edgar Quilabert, Antoni Verger, Mauro C. Moschetti, Antonina Levatino
Pubblicato in: 2023
Editore: Fundació Jaume Bofill

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