Trends in Four European Countries
This book aims to fill this gap by exploring school evaluation policies in four European countries: England, France, Scotland and Switzerland. It shows that the same policy tool – promoted in many European and international arenas concerned with good practice in educational governance – can actually give rise in each system to a variety of policy configurations in which forms of state control can differ. Written from a policy sociology perspective, the book aims to go beyond the decline/permanence dichotomy and proposes a specific conceptual framework within which to consider both contextualised forms of state intervention and their potential similarities and combinations. By doing this, the authors not only aim to counterbalance or supplement dominant views on the Europeanisation and transnationalisation of education policies but also to imagine new possibilities for state policy analysis.
This book has been published thanks to the support of the Centre Henri Aigueperse (UNSA-Education), the University of East-Paris Créteil and the Ecole normale supérieure from Lyon. This publication has been peer-reviewed. No part of this book may be reproduced in any form, by print, photocopy, microfilm or any other means, without prior written permission from the publisher. All rights reserved. © P.I.E. PETER LANG s.a. Éditions scientifiques internationales Brussels, 2014 1 avenue Maurice, B-1050 Brussels, Belgium firstname.lastname@example.org; www.peterlang.com ISSN 1783-6077 ISBN 978-2-87574-163-9 (paperback) ISBN 978-3-0352-6421-0 (eBook) D/2014/5678/39 CIP available from the British Library and from the Library of Congress, USA. “Die Deutsche Nationalbibliothek” lists this publication in the “Deutsche National-bibliografie”; detailed bibliographic data is available on the Internet at
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