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      School evaluation at Japanese schools: policy intentions and practical appropriation

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            Abstract

            In the present paper the authors will describe the development of school evaluation policies in the context of recent Japanese education reform. In doing so, the applicability of Neave's 'Evaluative State' thesis shall be examined. And then they will move on to the discussion as to how the policies will work in schools. Drawing on the findings of their empirical research into student involvement in the school evaluation process, the authors will deal with the 'politics of appropriation'. The process could be of a liberating nature at the present time, as opposed to the managerial intentions of policy.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 July 2008
            : 6
            : 2
            : 171-181
            Article
            1474-8460(20080701)6:2L.171;1- s7.phd /ioep/clre/2008/00000006/00000002/art00007
            10.1080/14748460802185219
            233ba806-b7ca-48b1-896a-964b367d780f
            Copyright @ 2008
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            POLITICS OF APPROPRIATION,EVALUATIVE STATE,JAPANESE EDUCATION REFORM,STUDENT INVOLVEMENT,SCHOOL EVALUATION

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