Relevant bibliographies by topics / School governance policies

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'School governance policies'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "School governance policies"

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Cox, Lindsey, Victoria Berends, James F. Sallis, et al. "Engaging School Governance Leaders to Influence Physical Activity Policies." Journal of Physical Activity and Health 8, s1 (2011): S40—S48. http://dx.doi.org/10.1123/jpah.8.s1.s40.

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Background:Most youth are not meeting physical activity guidelines, and schools are a key venue for providing physical activity. School districts can provide physical activity opportunities through the adoption, implementation, monitoring, and evaluation of policies. This paper reports results of a 2009 survey of California school governance leaders on the barriers and opportunities to providing school-based physical activity and strategies to promote adoption of evidence-based policies.Methods:California school board members (n = 339) completed an 83 item online survey about policy options, p
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Bifulco, Robert, and Randall Reback. "Fiscal Impacts of Charter Schools: Lessons from New York." Education Finance and Policy 9, no. 1 (2014): 86–107. http://dx.doi.org/10.1162/edfp_a_00121.

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This brief argues that charter school programs can have direct fiscal impacts on school districts for two reasons. First, operating two systems of public schools under separate governance arrangements can create excess costs. Second, charter school financing policies can distribute resources to or away from districts. Using the city school districts of Albany and Buffalo in New York, we demonstrate how fiscal impacts on local school districts can be estimated. We find that charter schools have had fiscal impacts on these two school districts. Finally, we argue that charter schools policies sho
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Yuen, Timothy Wai Wa, Chi Keung Eric Cheng, Chunlan Guo, and Yan Wing Leung. "The civic mission of schools and students’ participation in school governance." Asian Education and Development Studies 9, no. 2 (2019): 229–41. http://dx.doi.org/10.1108/aeds-06-2019-0095.

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Purpose The purpose of this paper is to examine the relationships between the civic mission of schools and students on participation in school governance through an empirical study. It articulates the importance of school mission on nurturing citizenship of high school students. Design/methodology/approach The research used a mixed method with questionnaire survey in the first phase and qualitative interviews in the second phase. Quantitative data were obtained from a survey completed by 3,209 students and 495 teachers (including principals) from 51 secondary schools in Hong Kong. Qualitative
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Ranson, Stewart. "School Governance and the Mediation of Engagement." Educational Management Administration & Leadership 39, no. 4 (2011): 398–413. http://dx.doi.org/10.1177/1741143211404259.

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The 1988 Education Reform Act radically transformed the local governance of education, according school governing bodies new delegated powers for budgets and staff as well as responsibility for the strategic direction of the school in a quasi market place of parental choice. To take up these new responsibilities the earlier Education Act 1986 had created over 350,000 volunteer citizens in England and Wales to occupy reformed governing bodies: it was the largest democratic experiment in voluntary public participation. The governing bodies were constituted on the principle of partnership between
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Curran, F. Chris. "The Law, Policy, and Portrayal of Zero Tolerance School Discipline: Examining Prevalence and Characteristics Across Levels of Governance and School Districts." Educational Policy 33, no. 2 (2017): 319–49. http://dx.doi.org/10.1177/0895904817691840.

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Reform of school zero tolerance discipline policies is complicated by a lack of systematic evidence on the prevalence and characteristics of such policies. Through document analysis, this study compares explicit zero tolerance laws/policies and mandatory expulsion laws/policies across the domains of federal law, state law, district policy, and media portrayal. Results suggest that explicit zero tolerance laws and policies are rare, appearing in less than one in seven states or districts, whereas mandatory expulsion laws/policies are more common. Districts serving high proportions of minority s
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Klein, Esther Dominique. "Autonomy and accountability in schools serving disadvantaged communities." Journal of Educational Administration 55, no. 5 (2017): 589–604. http://dx.doi.org/10.1108/jea-06-2016-0065.

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Purpose Increased school autonomy and accountability have been a common denominator of national reforms in otherwise heterogeneous governance systems in Europe and the USA. The paper argues that because schools serving disadvantaged communities (SSDCs) often have lower average performance, they are more often sanctioned or under closer scrutiny, but might also receive more additional resources. The purpose of this paper is to therefore analyze whether SSDCs have more or less autonomy than schools with a more advantageous context in four countries with heterogeneous autonomy and accountability
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Moos, Lejf. "School Leadership in a Contradictory World." Revista de Investigación Educativa 31, no. 1 (2012): 15. http://dx.doi.org/10.6018/rie.31.1.162511.

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<p>The article captures important trends and tendencies in public governance and thus in conditions for school leadership. The general movement towards Globalization influences the core trends in national policies and in public governance. But international discourses and practices are formed in national or regional contexts of culture, practice and politics. The author is part of a Nordic context and therefore he observes governance and leadership from this point. But it is possible to translate the analyses to other contexts as well. An analyse of some of the effects of the meetings of
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Quesel, Carsten, Jasmin Näpfli, and Patricia A. Buser. "Principals’ Views on Civic and Parental Participation in School Governance in Switzerland." Educational Administration Quarterly 53, no. 4 (2017): 585–615. http://dx.doi.org/10.1177/0013161x17698016.

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Purpose: The study is focused on the question of how principals in Swiss compulsory schools evaluate civic and parental participation in education governance. Public management reforms in Switzerland have led to the implementation of semiautonomous school administration and the encouragement of professional leadership. Thus, the traditional role of school boards has come under scrutiny. Research Methods/Approach: Using the theoretical framework of actor-centered institutionalism, the study compares patterns of education policies in Swiss cantons and analyzes data of a principals’ survey by str
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Sayed, Yusuf, Shireen Motala, David Carel, and Rashid Ahmed. "School governance and funding policy in South Africa: Towards social justice and equity in education policy." South African Journal of Education 40, no. 4 (2020): 1–12. http://dx.doi.org/10.15700/saje.v40n4a2045.

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Equity and redress, in and through education, are fundamental commitments of the new South African democratic government that ensued in 1994 after a brutal and protracted history of colonial and apartheid segregation and oppression denied the majority black population the fundamental right to equitable and quality education. A raft of ambitious and far-reaching policies were put in place to achieve these laudable goals. Yet more than 26 years after the ending of colonial and apartheid rule, the South African education system, and society in general, remain, far from equal – made apparent by th
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Gorostiaga, Jorge M. "The Democratization of the Educational Administration in Argentina: A Comparison of Provincial Policies." education policy analysis archives 15 (January 25, 2007): 2. http://dx.doi.org/10.14507/epaa.v15n2.2007.

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This article analyses some of the main school management reforms implemented at the provincial level from the mid-1980s in Argentina, and relates them to the national policies and to global trends regarding the governance of educational systems. It is argued that democratic and participatory proposals, which responded to a great extent to the return of the country to political democracy, began to give ground as the provinces focused on administrative rationalization and as the national government promoted a concept of school autonomy based on educational quality and efficiency criteria defined
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Dissertations / Theses on the topic "School governance policies"

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Lysko, Lynn V. "An Analysis of Governance Policies and Practices in one School District Regarding English Learners." ScholarWorks, 2012. http://scholarworks.waldenu.edu/dilley/21.

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In a large, urban, high school district, secondary English-learning students are not achieving at the same rates as other identified subgroups on state and local standardized tests. This gap compounds economic and social inequities in the region. A solution to the problem is important to educators and policy makers in providing an equitable education for all students. Using the conceptual framework of organizational culture, this qualitative project study explored the district's policies and practices on the academic program for English learners and whether policies result in meeting academic
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Nordström, Anna. "Kommuners insatser för att främja elevnärvaro i grundskolan : en studie om två kommuners styrning ur ett organisationsteoretiskt perspektiv." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-159324.

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Even though it is prescribed by law in Sweden that children in elementary school must fulfil a compulsory education, a significant number of students are absent. The aim of this thesis is therefore to analyse two municipalities’, Halmstad and Borås, efforts to improve student attendance in elementary school. The two municipalities are of middle size with approximately the same number of citizens and elementary schools. Both municipalities, that have large autonomy, have recently developed new policies regarding how schools should manage absence in elementary school. By studying these policies
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Gregório, Maria Helena Santos. "Políticas de gestão e organização educativa: contratos de autonomia das escolas e modelos de governança." Doctoral thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/17372.

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Esta investigação desenvolveu-se com o propósito de compreender as políticas de gestão e organização educativa, emergentes da modalidade dos contratos de autonomia das escolas, que poderiam inserir-se em modelos de governança pré-existentes ou inovadores Para tal, propusemo-nos analisar e compreender o modo como o contrato de autonomia determina ou influencia a gestão das organizações escolares. Ao longo das últimas décadas, no Portugal democrático, as organizações educativas e a descentralização e a autonomia têm recebido bastantes desenvolvimentos ao nível do estudo teórico e ao nível da imp
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SIDOTI, LAURA. "LE POLITICHE EDUCATIVE AMERICANE: EVOLUZIONE E SVILUPPI FUTURI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2011. http://hdl.handle.net/10280/1029.

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Questa ricerca presenta una panoramica introduttiva delle principali variabili (storiche, sociali, economiche, istituzionali, culturali, ideologiche e valoriali) che condizionano il policy-making educativo degli Stati Uniti e descrive le riforme e innovazioni più significative introdotte negli ultimi trent’anni nel sistema scolastico americano. Quali fattori socio-culturali, urgenze storiche, azioni e convinzioni politiche stanno alla base delle riforme in atto? Come stanno mutando gli equilibri di potere fra governo federale, stati membri e autorità locale e quali sono le ricadute di questo r
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Nhlapo, Job Mphikeleli. "A qualitative appraisal of the meaning and challenges of the principal's school governance role in the Gert Sibande Region / Job Mphikeleli Nhlapo." Thesis, 2015. http://hdl.handle.net/10394/16538.

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The purpose of this study was to appraise the meaning and challenges of the principal’s school governance role in the Gert Sibande Region of the Mpumalanga Province. This was premised on the inherent challenges of the principal’s role as prescribed in the South African Schools Act, which locates the principal in the school governing body (SGB) as a member who promotes the best interests of the school; as well as an ex officio member who represents and promotes the interests of the employer – the Department of Education. It was found, through the literature review, that the challenges of the p
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Nhlabati, Mzungezi Nelson. "The impact of parent involvement on effective secondary school governance in the Breyten Circuit of Mpumalanga." Diss., 2015. http://hdl.handle.net/10500/21693.

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The decentralisation of governance in South African schools as embodied in the South African Schools Act 84 of 1996 has placed considerable responsibility in the hands of parents for the governance of schools through the School Governing Bodies. In the light thereof, research was conducted in 5 secondary schools in the Breyten Circuit, Mpumalanga Province, South Africa. A phenomenological qualitative approach was used to gather data from a purposeful sample of members of School Governing Bodies from selected secondary schools in the Breyten Circuit. The purpose was to explore the impact of pa
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Shing, Lee Wen, and 李文興. "On the Governance of Police Prevention of Adolescent Crimes in Puli： Case of School Dropouts." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/76847804696282938865.

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碩士<br>國立暨南國際大學<br>公共行政與政策學系<br>96<br>Title of Thesis: On the Governance of Police Prevention of Adolescent Crimes in Puli: Case of School Dropouts. Name of Institute: Department of Public Policy & Administration, National Chi Nan University. Page: 163. Graduate Time: 19, January, 2008. Degree of Conferred: Master. Student Name: Lee wen-shing. Advisor Name: Prof. Abraham K. M. Leong. ABSTRACT To attack and prevent the crimes are the most important duties for the police. The degree of violence and cruelty is increased in the crimes for the recent
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Araújo, Sandra Marisa da Silva Carlos. "Um Império de previsões. Os Serviços de Centralização e Coordenação de Informações de Moçambique e a Governança Colonial do Islão (1961-1974)." Doctoral thesis, 2018. http://hdl.handle.net/10362/60851.

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A presente dissertação, no âmbito da Antropologia histórica, concorre para o estudo dos SCCIM (Serviços de Centralização e Coordenação de Informações de Moçambique, f. 1961), bem como para o da articulação entre a recolha de dados, a aplicação de dispositivos de conhecimento, a constituição de saberes acumulados e centralizados, e a implementação, neles apoiada, de estratégias de governança colonial, particularmente dirigidas a populações de religião muçulmana. Sustentada num estudo de caso, à investigação correspondem os seguintes objectivos: i) enquadrar e caracterizar a instituição e
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Books on the topic "School governance policies"

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Josephine, Yazali. School education under local self-governance: Policies and practices in the global era. Shipra Publications, 2012.

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Gross, Robert N. Creating the Educational Marketplace. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190644574.003.0006.

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Chapter 5 shows how, by the 1920s, public policies had forged a regulated educational marketplace in American cities. Catholic students frequently transferred between public and private schools. Effectively managing these shifts in school attendance required public officials to establish the standards, rules, and procedures to facilitate parental choice between the two systems. Public regulations standardized the diffuse curriculum and teaching practices of public and private schools. Parents transferred their children from public to private schools with the understanding that the latter fit w
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Papanastasiou, Natalie. The Politics of Scale in Policy. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447343851.001.0001.

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Succeeding in the art of contemporary policymaking involves designing policies which reflect the deeply interconnected nature of political space. And yet, while it is undisputed that political spaces are fluid and networked, policy continues to be articulated through the age-old categories and hierarchies of scale. This book asks why scale occupies this enduring position of privilege in the work of policymakers. By highlighting how scales are far from ‘natural’ features of policy and that they are instead essential to the armoury of policy practice, the book presents ‘scalecraft’ as a new dime
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Oqubay, Arkebe, Christopher Cramer, Ha-Joon Chang, and Richard Kozul-Wright, eds. The Oxford Handbook of Industrial Policy. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780198862420.001.0001.

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Industrial policy has long been regarded as a strategy to encourage sector, industry, or economy-wide development by the state. It has been central to competitiveness, catching-up, and structural change in both advanced and developing countries. It has also been one of the most contested issues in economics, reflecting ideologically inflected debates and shifts in prevailing ideas. There has lately been a renewed interest in industrial policy in academic circles and international policy dialogues, prompted by the weak outcomes of policies pursued by many developing countries under the directio
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Book chapters on the topic "School governance policies"

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Lunde, Ida M., and Ann Elisabeth Gunnulfsen. "Governance Through Digital Formations – The Case of ‘What Works’ in a Norwegian Education Context." In What Works in Nordic School Policies? Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66629-3_10.

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Altrichter, Herbert. "School Autonomy Policies and the Changing Governance of Schooling." In Knowledge and Space. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18799-6_4.

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Xu, Shuqin. "School Leaders’ Perceptions and Responses to the CPC-Led State’s Policies and Requirements: Four Major Scenarios." In Governance and Citizenship in Asia. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1643-1_5.

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Viseu, Sofia, and Luís Miguel Carvalho. "Changes in School Governance and the Reshaping of Head Teachers’ Roles and Identities in Portugal." In Education Policies and the Restructuring of the Educational Profession. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8279-5_5.

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Seland, Idunn, Lihong Huang, Cecilia Arensmeier, Jens Bruun, and Jan Löfström. "Aims of Citizenship Education Across Nordic Countries: Comparing School Principals’ Priorities in Citizenship Education 2009–2016." In IEA Research for Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66788-7_3.

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AbstractThe Nordic welfare state has been associated with certain ideas of citizenship, the highlights of which are equal rights, social mobility, democracy, and participation. To better understand how these ideas are interpreted in the educational system, this chapter compares school principals’ prioritization of the aims of civic and citizenship education in four Nordic countries as they are expressed in IEA’s International Civic and Citizenship Education Study (ICCS). We discuss our findings in relation to the Nordic model of education, meaning the governance of education epitomizing the Nordic welfare state. When comparing data from the survey of school principals in ICCS 2009 with ICCS 2016, we find a consistent prioritization of promoting students’ critical thinking, while items concerning democratic participation are the lowest priority. While these results are similar to the international sample, the Nordic principals’ support for promoting critical thinking is consistently stronger. In the Nordic welfare state, a shift toward neoliberal policies is seen as an adaption to economic challenges with an emphasis on development of human capital through knowledge, skills, and abilities. However, as critical thinking represents such abilities, this may also be seen as a prerequisite for social critique and political mobilization. We review these possibilities as representations of a break in or a continuation of the traditional ideas of citizenship associated with the Nordic welfare state. We conclude that, for Nordic principals, critical thinking may align with the recent international emphasis on competence while also relating to the concept of Bildung, an 18th-century emancipation ideal with deep roots in the Nordic model of education.
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Larkin, Brittany. "When Management Policies Collide." In Encyclopedia of Strategic Leadership and Management. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch082.

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The public desire for school choice has led to the staggering growth of charter schools. Yet, charter schools are often criticized for their inability to maintain autonomy in the face of the requirements to provide special education services. This chapter will explore empirical research on charter schools and special education uncovering themes in policy, practice, access, funding, and parent satisfaction. The research recommendations also cluster into themes including governance, service delivery model, operations and technical assistance. Next, the charter school laws in each of the 43 states that allow charter schools were examined for evidence of the four recommended themes. The results indicated how some states were bridging the autonomous nature of charter school laws with the inflexible mandates of special education law.
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"Improving school quality through better governance, leadership and support." In Reviews of National Policies for Education. OECD, 2020. http://dx.doi.org/10.1787/19544a99-en.

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Bricaire, Jorge Mejía, Edgar Oliver Cardoso Espinosa, Fernando Briseño Hurtado, and Joel García Mendoza. "Evaluation of the Management of Second Language Study Development Program at Secondary School in Mexico." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0457-3.ch013.

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It is currently determining programmes of teaching of foreign language especially in Latin American countries, to go in line with quality policies demanded by international agencies. In Mexico the Second Language Study Development Program (English), represents a new model for the teaching of English as a second language. The present paper aims to propose indicators that allow to evaluate the academic governance of this program at the secondary level, based on the general theory of systems and above all in the pursuit of a quality education; the criteria are: teachers; Teaching-learning processes; Infrastructure support and training materials; certification; Accreditation of the subject index; Learning products; Planning; Students and address. The above demonstrates the need to develop indicators that can serve as a guide for the constant improvement of the management of the programme, and to ensure the students English learning.
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"What can we learn about policy innovation?" In Youth Employment, edited by Maria Petmesidou and María C. González Menéndez. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447350347.003.0004.

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This chapter focuses on the institutional structures and processes that facilitate or hinder policy learning and innovation with respect to effective measures for school-to-work (STW) transitions. The salience of youth employment problems in many European countries has brought the need to develop effective measures of STW transitions to the top of the EU agenda. Indeed, it has generated EU initiatives for integrated policies addressing youth at risk and has accelerated mutual learning, policy transfer, and experimentation within and across countries. Experimentation with proactive youth employment measures is facilitated by a mode of policy governance that supports (regional/local) partnerships and networks of public services, professional bodies and education/training providers, employers, youth associations, and other stakeholders. As such, policy entrepreneurs play a significant role in promoting policy learning and transfer.
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Graziano, Frank. "Conflict at Kewa and Isleta Pueblos." In Historic Churches of New Mexico Today. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190663476.003.0005.

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This chapter opens with detailed analysis of deculturation policy during the Spanish, Mexican, and American governance of New Mexico and the Pueblos. In the more recent history it includes discussion of the Code of Indian Offenses, the General Allotment Act (Dawes Act), the Carlisle Indian School, the Canton Asylum for Insane Indians (Hiawatha Asylum), and the evolving policies of the Archdiocese of Santa Fe. These introductory remarks are followed by analyses of a 1935–1940 conflict at Santo Domingo (Kewa) Pueblo, when Archbishop Rudolph Gerken attempted to change traditional practice of Catholicism and to house a resident priest and sisters at Santo Domingo; and of a conflict at Isleta Pueblo that culminated when Monsignor Frederick Stadtmueller was removed in handcuffs by the pueblo governor in 1965. The Native American ministry of the archdiocese and native resistance to dogma are also considered more generally. Visiting information for Kewa and Isleta is included.
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