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Home Policy enactment

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

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November 22, 2022

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

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November 11, 2022

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

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March 7, 2021

Surveying principals and teachers: Methodological insights into the design of the REFORMED questionnaires

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January 31, 2021

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

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November 25, 2020

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

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November 25, 2020

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

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October 11, 2019

A Difficult Relationship. Accountability Policies and Teachers: International Evidence and Key Premises for Future Research

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admin October 23, 2018

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The REFORMED project is funded by the European Research Council (GA-680172) and is developed in the context of UAB, in close collaboration with a network of international associate partners.
2018. Reformed Project. All rights reserved