Jigsawing Education Evaluation. Pieces from the Italian New Public Management Puzzle

Autor/inn/en	Grimaldi, Emiliano; Serpieri, Roberto
Titel	Jigsawing Education Evaluation. Pieces from the Italian New Public Management Puzzle
Quelle	In: Journal of Educational Administration and History, 45 (2013) 4, S.306-335 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2013.822350
Schlagwörter	Foreign Countries; Educational Policy; Educational Administration; Interviews; Instructional Leadership; Principals; Administrator Evaluation; Governance; Politics of Education; Educational History; Qualitative Research; Literature Reviews; Educational Change; Standards; Accountability; Italy + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Bildungsverwaltung; Schuladministration; Schulverwaltung; Interviewing; Interviewtechnik; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Education; Educational policy; Financing; Steuerung; Finanzierung; History of education; Bildungsgeschichte; Qualitative Forschung; Bildungsreform; Standard; Verantwortung; Italien
Abstract	This article deals with the "troubled history" of head teachers' evaluation in Italy, as a specific strand of the controversial and fuzzy embedding of New Public Management (NPM) discourse in the Italian education system. Since the 1990s, NPM has shaped both policy agendas and professionals' subjectivities, leading the way to a process of reculturing and restructuring of education. Drawing on policy texts' analysis and in-depth interviews with key policy actors and professionals, we focus on the discursive problematisations underpinning the repeated attempts to evaluate heads and their "leadership as a lever for improvement" and their implications in terms of processes of subjectivation. The article offers a descriptive mapping of the entering of NPM in the Italian education system and analyses some ironies of the Italian NPM turn, addressing the paradoxical performative powers of the NPM strategies for the transformation of expertise and the regulation of the activities of professionals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10