Bibliografia (Giugno 2019)
Adonis, A. (2012)
Education, Education, Education. Reforming England’s Schools, Biteback Publishing, London.
Agasisti, T., Catalano, Sibiano (2012)
“Can schools be autonomous in a centralised educational system? On formal and actual school autonomy in the Italian context”, International Journal of Educational Management”, 27(3), 292-310.
Allen, R. (2010)
Does school autonomy improve educational outcomes? Judging the performance of foundation secondary schools in England. DoQSS Working Paper No. 1002. Institute of Education, University of London (http://eprints.ncrm.ac.uk/1290/1/qsswp1002.pdf).
Arcia, G., Macdonald, K., Patrinos, H. A., e Porta, E. (2011)
School autonomy and accountability. System Assessment for Benchmarking Education for Results, Regulatory and Institutional Framework. World Bank, Human Development Network, Washington (DC).
Barber, M., Whelan, F. e Clark, M. (2010)
Capturing the leadership premium: How the world’s top school systems are building leadership capacity for the future, McKinsey, London.
Barrera-Osorio, F., Fasih, T.,
Patrinos, H. e Santibáñez, L. (2009)
Decentralized Decision-Making in Schools. The Theory and Evidence on School-Based Management, World Bank, Washington (DC).
Benadusi, L. e Consoli, F.
La governance della scuola. Istituzioni e soggetti alla prova dell’autonomia. Bologna, Il Mulino, 2004.
Benadusi, L. e Giancola, O. e Viteritti, A, (2008)
Scuole in azione tra equità e qualità, Guerini Milano.
Berner, A.R. (2017)
Pluralism and American Public Education. No One Way to School, Palgrave macmillan, New York. (Tr.it. Non scuola ma scuole. Educazione pubblica e pluralismo in America. Roma, Studium, 2018).
Bertagna, G. (2009)
“Dopo dieci anni: per un bilancio critico della cosiddetta autonomia scolastica”, FGA Working Paper No. 14, Fondazione Giovanni Agnelli, Torino.
Bertagna, G., (2008)
Autonomia. Storia, bilancio e rilancio di un’idea, Brescia, Editrice La Scuola.
Blanchenay, P., T. Burns and F. Köster (2014)
“Shifting Responsibilities – 20 years of Education Devolution in Sweden: A Governing Complex Education Systems Case Study”, OECD Education Working Papers, No. 104, OECD Publishing, Paris, http://dx.doi.org/10.1787/5jz2jg1rqrd7-en.
Burns, T. e Köster, F. (2016)
“Modern governance challenges in education”, in Burns, T. and [15] F. Köster (eds.), Governing Education in a Complex World, OECD, Paris, http://dx.doi.org/ 10.1787/9789264255364-3-en.
Caldwell, B. J. (2009)
‘Centralisation and Decentralisation in Education: A New Dimension to Policy’, in Zajda, J. e Gamage, D.T. (a cura di), Decentralisation, School-Based Management, and Quality. Dordrecht, Springer.
Caldwell, B,J. (2014)
Impact of School Autonomy on Student Achievement in 21st Century. A Review of Evidence, University of Melbourne.
Cardow, A. e Wilson, W. (2013)
Privatization: The New Zealand Experiment of the 1980s. Journal of Economics and Finance. 5(2), 122-136.
Carney, St., Rappleye, J. e Silova, I. (2012)
“Between Faith and Science:World Culture Theory and Comparative Education”, Comparative Education Review, 56, 3 (2012), pp. 366-393.
Cassese, S. (1990)
‘Plaidoyer’ per un’autentica autonomia delle scuole. Il Foro italiano, 1990 V 147-
Chakrabarti,R. e P, Peterson (a cura di.) (2009)
School Choice International, MIT Press, Cambridge, MA.
Cheng, Y. C., Ko, J., e Lee, T. T. H. (2016)
“School autonomy, leadership and learning: A reconceptualisation”. International Journal of Educational Management, 30(2), 177–196 (https://doi.org/10.1108/IJEM-08-2015-0108).
Chong, W.H. e Lee, B.O (2015)
Social-emotional Learning: Promotion of Youth Wellbeing in Singapore Schools, in Katie Wright e Julie McLeod (ed), Rethinking Youth Wellbeing, Critical Perspectives, Springer 2015, p.161-177.
Clark, D. (2009)
“The performance and competitive effects of school autonomy”, Journal of Political Economy, Vol. 117/4, pp. 745-83.
Center for Education Policy Reaserch, (2011)
Student Achievement in Massachusetts’ Charter Schools, Center for Education Policy Research, Harvard University.
Center for Research on Education Outcomes CREDO (2009)
Multiple Choice: Charter School Performance in 16 States. Stanford, CA, CREDO at Stanford University.” Stanford University, Stanford (CA) (http://credo.stanford.edu/reports/MULTIPLE_CHOICE_CREDO.pdf.
Center for Research on Education Outcomes CREDO (2013)
National Charter School Study, Center for Research on Education Outcomes CREDO, Standford University, Stanford (CA)
Cerna, L. (2014)
Trust: what it is and why it matters for governance and education, Education Working Papers, No. 108. Paris: OECD Publishing.
Cerulo, M. (2016)
Gli equilibristi. La vita quotidiana del dirigente scolastico. Uno studio etnografico. Rubbettino Editore, Soveria Mannelli.
Crozier, M. (1991)
Stato modesto, Stato moderno, Edizioni Lavoro, Roma.
Department for Education (DfE)(2016)
Achievement of 15-Year-Olds in England: PISA 2015 National Report, UCL Institute of Education, London.
Department for Education DfE (2015)
Measuring the performance of schools within academy chains and local authorities SFR 09/2015. London: DfE, 2015: 10-11 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/415659/ SFR09_2015.pdf
Department of Education (Western Australia) (2013)
Evaluation of the Independent Public Schools Initiative Final Report. Department of Education, Perth Western Australia.
Di Liberto, A., Schivardi, F., Sideri, M. e Sulis, G. (2013)
Le competenze manageriali dei dirigenti scolastici italiani, FGP Working Paper n. 48, 07.
Dronkers, J. e Peter R. (2008)
“Differences in Scholastic Achievement of Public, Private Government-Dependent, and Private Independent Schools: A Cross-National Analysis,” Educational Policy 22, no. 4 (July 2008), pp. 541-77
Dutto, M.G. (2019)
Il dirigente scolastico e la leadership di scuola, Tecnodid Napoli.
Eyles, A. e Machin, S. (2015)
The Introduction of Academy Schools to England’s Education, Centre for Economic Performance (CFP) Discussion Paper No. 1368.
Eyles,A., S. Machin e Silva, O (2015)
Academies 2: The New Batch, Centre for Economic Performance (CFP) Discussion Paper No. 1370.
European Commission/EACEA/Eurydice (2007)
School Autonomy in Europe. Policies and Measures. Eurydice Thematic Report. Luxembourg: Publications Office of the European Union. (http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/090EN.pdf
European Commission/EACEA/Eurydice (2013)
Key Data on Teachers and School Leaders in Europe. 2013 Edition. Eurydice Report. Luxembourg.
European Commission/EACEA/Eurydice, 2014.
Financing Schools in Europe: Mechanisms, Methods and Criteria in Public Funding. Eurydice Report. Luxembourg: Publications Office of the European Union.
European Commission/EACEA/Eurydice (2015)
Assuring Quality in Education: Policies and Approaches to School Evaluation in Europe. Eurydice Report. Luxembourg.
Fiske, E. e Ladd, H.(2000)
When Schools Compete: A Cautionary Tale. Brookings Institution, Washington (DC).
Freire, P. (2014)
Pedagogia dell’autonomia. Saperi necessari per la pratica educativa, Gruppo Abele Torino.
Fuchs, T. e Woessmann,L. (2004),
“What accounts for international differences in student performance? A re-examination using PISA data”, CESifo Working Papers, No. 1235, CESifo GmbH, Munich.
Fullan, M. (2014)
The Principal. Three Keys for Maximizing Impact, Jossey-Bass, San Francisco (CA).
Grimaldi, E. Serpieri, R. (2010)
“The reforming trajectory of the Italian education system. Site management and decentralisation as a challenge for democratic discourse”. Journal of Educational Administration and History, vol. 42 n.1 February 2010 75-95
Grubb, W.N. (2009)
The Money Myth. School Resources, Outcomes, and Equity, Russell Sage Foundation, New York.
Hamilton Associates (2015)
School autonomy. Buildin the conditions for school success. A research project commissioned by the Western Australian Department of Education, Final Report, Perth (W.A).
Hanushek, E. A., Link, S., & Woessmann, L. (2013)
“Does school autonomy make sense everywhere? Panel estimates from PISA” Journal of Development Economics, 104, 212-232. Available at: http://www.econstor.eu/bitstream/10419/58689/1/696793946.pdf.
Hargreaves, A. (2019)
Collaborative professionalism and Leading from the Middle in an era of complex policy change , Revue internationale d’éducation de Sèvres [Online], The conditions for successful education reforms (12–14 June 2019, CIEP), Online since 11 June 2019, connection on 11 June 2019. URL : http://journals.openedition.org/ries/7490.
Hindriks, J., Verschelde, M., Rayp, G. e Schoors, K. (2010)
School autonomy and educational performance: within-country evidence. Discussion Paper 2010/82, CORE Louvain-la-Neuve.
Ho Sui-chu, E. (2006)
“Educational decentralization in three Asian societies: Japan, Koreaand Hong Kong”. Journal of Educational Administration, 44(6), 590–603. doi:10.1108/09578230610704800
International Bureau of Education IBE-UNESCO (2001)
School autonomy and evaluation, Prospects, 120, XXXI 4.
Kim, W. (2012)
The trend in socioeconomic inequalities in student achievement: Focusing on the effects of school policy. Korean Journal of Sociology of Education,22(3), 49–76
Jensen, B., Weidmann, B. and Farmer, J. (2013)
The myth of markets in school education, Grattan Institute.
Keddie, A. e Mills, M. (2019)
Autonomy, Accountability and Social Justice. Stories of English Schooling, Routledge.
Korean Ministry of Education (2008)
A masterplan for improving school autonomy. Seoul.
Korean Ministry of Education (2010).
A masterplan for school autonomy: School based reform initiative. Seoul.
Lastra-Anadón, Xabel, C. e Mukherjee, S. (2019)
Cross-country evidence on the impact of decentralisation and school autonomy on educational performance
OECD Paris.
(OECD fiscal papers on fiscal federalism, 026) DOI:10.1787/c3d9b314-en ( http://dx.doi.org/DOI:10.1787/c3d9b314-en) Full text (https://www.oecd ilibrary.org/docserver/c3d9b314-en.pdf)
37501.
Maslowski, R., Scheerens, J. e Luyten, H. (2007)
The Effect of school autonomy and school internal decentralization on students’ reading literacy In: School Effectiveness and School Improvement, 18, n°3, p. 303-334.
Ladd, E.F. e Fiske, E.B. (2016)
England Confronts the Limits of School Autonomy, Working Paper 232, National Center for the Study of Privatization in Education, Teachers College, Columbia University, October 25, 2016, (http://ncspe.tc.columbia.edu/center-news/school-choice-in-england).
Leithwood K. e Louis K.S. (2012)
Linking Leadership to Student Learning, Jossey-Bass, San Francisco (CA).
Luhmann, N. (2000)
La fiducia, Il Mulino, Bologna.
Lundahl,L., Arreman, I.E., Holm, A., e Lundström, U. (2013)
Educational marketization the Swedish way, Education Inquiry, 4:3, 22620, DOI: 10.3402/ edui.v4i3.22620
Machin, S. e Vernoit, J. (2011),
Changing School Autonomy: Academy Schools and their Introduction to England’s Education, Centre for the Economics of Education, Paper 0123, London School of Economics, London.
Maani, S.A. (2017)
Policy Experimentation and Impact Evaluation: The Case of a Student Voucher System in
New Zealand, IZA Policy Paper No. 137
Meyer, H.-D. e Benavot, A. (a cura di) (2013)
PISA, power, and policy. The emergence of global educational governance. Symposium Books Oxford UK.
Michel A. (2017)
The contribution of PISA to the convergence of education policies in Europe. Eur Journal of Education 52: 206–216. https://doi.org/10.1111/ejed.12218
Ministry of Education (2016)
PISA 2015 New Zealand Summary Report, 2016, p.7
Mok, K.-h. (2003)
“Decentralization and marketization of education in Singapore: A case study of the school excellence model”, Journal of Educational Administration, 41(4): 348-366 (doi: 10.1108/09578230310481621).
Mons, N. (2004)
“Politiques de décentralization en éducation”, Revue Francaise de Pédagogie, n° 146,41-52.
Morris, P. 2012
“Pick ‘n’ Mix, Select and Project; Policy Borrowing and the Quest for ‘World Class’ Schooling: An Analysis of the 2010 Schools White Paper.” Journal of Education Policy 27 (1): 89–107.
Mourshed, M., Chijioke, C. e Barber, M. (2010)
How the world’s most improved school systems keep getting better, McKinsey, London.
Murphy e Beck (1995)
School-based management as school reform: Taking stock, Corwin Press
Neeleman, A. (2019)
“The scope of school autonomy in practice: An empirically based classification of school interventions”, Journal of Educational Change February 2019, Volume 20, Issue 1, pp 31–55.
OECD (2004)
What makes school system perform, Seeing school systems through the prism of PISA, 2004.
OECD (2009)
First Results From TALIS, OECD Paris.
OECD (2010)
The Nature of learning. Using Research to Inspire Practice, OECD, Paris.
OECD (2011)
“School autonomy and accountability: Are they related to student performance?” Pisa in Focus, 2011(9), 4.
OECD (2012a)
Education at a glance 2012: OECD indicators. OECD Paris.
OECD (2012b)
United Kingodm – Country Note –Results from PISA2012, OECD Paris.
OECD (2013a)
PISA 2012 Results: What Students know and Can Do. Student Performance in Mathematics, Reading and Science (Volume I), PISA OECD Paris
OECD (2013b)
PISA 2012 Results: What Makes Schools Successful? Resources, Policies and Practices (Volume IV) PISA, OECD Paris. (http://dx.doi.org/10.1787/9789264201156-en)
OECD (2013b)
“School Governance, Assessments and Accountability.” In OECD, 2013a, pp. 127-164
OECD (2013c),
Leadership for 21st Century Learning, Educational Research and Innovation, OECD, Paris (http://dx.doi.org/10.1787/9789264205406-en)
OECD (2013d)
Education Policy Outlook: New Zealand, OECD Paris.
OECD (2014)
Fiscal Federalism 2014: Making decentralisation work
OECD (2015a)
Economic surveys: Sweden, OECD Paris.
OECD (2015b)
Education policy outlook: Canada, OECD Paris.
OECD (2015c)
Education Policy outlook: United Kingdom, OECD Paris.
OECD (2015d)
Improving schools in Sweden An OECD perspective, OECD Paris.
OECD (2016a),
PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264266490-en
OECD (2016b)
Low-Performing Students: Whay They Fall Behibd and How to Help Them Succeed, PISA, OECD, Paris.
OECD (2016b)
Education policy outlook: Korea, OECD Paris.
OECD (2017a)
PISA 2015 Results (Volume II), Policies and Practices for Successful Schools.Paris: OECD Publishing.
OECD (2017b)
PISA 2015 Results (Volume III): Students’ Well-Being, PISA, OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264273856-en
OECD (2017c)
Education Policy Outlook: Sweden, OECD Paris.
OECD (2018a)
Effective Teacher Policies: Insights from PISA, OECD Paris (http://dx.doi.org/10.1787/978926917-en).
OECD (2018b)
Education at a glance, OECD Paris.
OECD (2018c)
Moving towards more school autonomy in Austria: refocusing the role of school supervision. Background and lesson from the Strategic Education Governance (SEG) Learning Seminar in Vienna, 17-18 April 2018 OECD Education Working paper No. 200.
Nusche, D. et al. (2012),
OECD Reviews of Evaluation and Assessment in Education: New Zealand 2011, OECD Publishing. http://dx.doi.org/10.1787/9789264116917-en.
Paletta, A. (a cura di) (2015)
Dirigenti scolastici leader per l’apprendimento. Cosa determina una leadership scolastica efficace e come possiamo valorizzare il lavoro dei dirigenti: esiti del progetto IPRASE “Leadership e processi di miglioramento nelle scuole, IPRASE, Rovereto.
Park, Y. (2016)
“Autonomy, Incentives, and School Performance: Evidence from the 2009 Autonomous Private High School Policy in Korea”KDI Journal of Economic Policy, 38(3): 1–15
Pearson/RSA (2013)
Unleashing Greatness: getting the best from an academized system. Reprt of the Academy Commission, Pearson London.
Robinson, V. M. J. (2011),
Student-Centered Leadership, Jossey-Bass, San Francisco (CA).
Schleicher, A. (a cura di) (2012a)
Preparing Teachers and Developing School Leaders for the 21st Century. Lessons from around the World, OECD, Paris.
Sergiovanni, Th.J. (2000)
Costruire comunità nelle scuole, LAS, Roma (1 ed.1994).
Suggett, D. (2015)
School autonomy: Necessary but not sufficient. Evidence Base, 2015(1): 1-33, doi 10.4225/50/57C4E88DF2A4E.
Sullivan, K. (1993)
“The Myth of Partnership: Educational Refrm and Teacher disempowerment”, New Zealand Annual Review of Education, 2, pp.151-165
Theisens, H., Hooge, E., & Waslander, S. (2017)
How exceptional are the Dutch? Identifying general and country specific characteristics of governance in multi-layered polycentric education systems. In: Paper presented at the 2017 AERA Annual Meeting, San Antonio, TX
Yi, P. (2015)
“Do school accountability and autonomy affect PISA achievement? Evidence from South Korea”, KEDI Journal of Educational Policy– KJEP 12:2, pp. 197-223
West, A. e Bailey, E. (2013)
“The development of the academies programme: ‘Privatising’ school-based education in England 1986-2013”, British Journal of Educational Studies, 61, 2 (2013): 137-159.
West,A. e Wolfe, D. (2018)
Academies, the School System in England and a Vision for the Future, Clare Market Papers No. 23, Education Research Group, Department of Social Policy London School of Economics and Political Science, London.
Whitty, G. (1997)
“Creating quasi-markets in education: A review of recent research on parental choice and school autonomy in three countries”, Review of Research in Education, Vol. 22, pp. 3-47.
Wiborg, S. (2010)
Swedish free-schools do they work? Lakes Research Paper 18. London: Institute of Education. University of London.
Wößmann, L., Lüdemann, E., Schütz, G., e West, M. R. (2007)
School accountability, autonomy, choice, and the level of student achievement: International evidence from PISA 2003 (OECD Education Working Papers No. 13). Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/246402531617
Wylie, C. (2012)
Vital connections: Why we need more than self-managing schools, New Zealand Council for Educational Research (NZCER), NZCER Wellington Press.
World Bank (2012)
Finland : School Autonomy and Accountability. Systems Approach for Better Education Results (SABER) country report;2012. Washington (DC) (https://openknowledge.worldbank.org/handle/10986/17510 License: CC BY 3.0 IGO.)