No 11 (2020): Policy for the assessment and autonomy of schools, agents, responsibilities and future trends

Coordinadores: Belén Espejo (USAL) y Gabriel Álvarez-López (USAL).

DOI: https://doi.org/10.15366/jospoe2020.11

Published: 26-11-2020

Presentation

WHAT EDUCATIONAL AUTONOMY? AN APPROACH TO THE STANDARDIZATION OF SCHOOL AUTONOMY POLICIES FROM THE LEGITIMATION OF INTERNATIONAL ORGANIZATIONS

Lourdes Belén Espejo, Gabriel Álvarez-López

1-7
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Monographic

STANDARDIZED ASSESSMENT POLICIES AND "BUSINESS" GOVERNANCE IN EDUCATION

Enrique-Javier Díez-Gutiérrez

8-27

DOI: https://doi.org/10.15366/jospoe2020.11.001
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THE ROLE OF THE OECD IN THE INTERNATIONAL DISSEMINATION OF EDUCATIONAL POLICIES: THE CASE OF ACCOUNTABLE SCHOOL AUTONOMY

Antoni Verger, Clara Fontdevila, Lluís Parcerisa

28-46

DOI: https://doi.org/10.15366/jospoe2020.11.002
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VALUE OF USE AND VALUE OF EXCHANGE IN THE UNIVERSITY ASSESSMENT SYSTEMS. ANALYSIS OF TWO INSTITUTIONS: UNIVERSIDAD DE MATANZAS, CUBA AND UNIVERSIDAD AUTÓNOMA DE CIUDAD JUÁREZ, MEXICO

Sofía Guadalupe Corral Soto

47-67

DOI: https://doi.org/10.15366/jospoe2020.11.003
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THE AUTONOMY OF BRAZILIAN SCHOOLS IN THE CONTEXT OF TRANSITION FROM NEW PUBLIC MANAGEMENT TO POST NEW PUBLIC MANAGEMENT (PNGP)

Juliano Mota Parente, Cláudia da Mota Darós Parente

68-86

DOI: https://doi.org/10.15366/jospoe2020.11.004
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THE FORGOTTEN SPACES OF PARTICIPATION AND SCHOOL AUTONOMY IN THE FACE OF ACCOUNTABILITY AND BUREAUCRACY PROCESSES IN MEXICO

Haleyda Quiroz Reyes

87-105

DOI: https://doi.org/10.15366/jospoe2020.11.005
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THE ASSESSMENT OF EDUCATIONAL QUALITY IN THE PARADIGM OF EDUCATION TO LIVE IN BOLIVIA

Magda Zea O’Phelan Calla

106-126

DOI: https://doi.org/10.15366/jospoe2020.11.006
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Miscellany

CONVERGENCES AND DIVERGENCIES IN THE INITIAL TEACHER EDUCATION IN BRAZIL AND PORTUGAL

Vlademir Marim, Tharles Vilela Procópio

127-146

DOI: https://doi.org/10.15366/jospoe2020.11.007
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