Littérature scientifique sur le sujet « Swiss school and reforms »
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Articles de revues sur le sujet "Swiss school and reforms"
Grgić, Marina, et Michelle Jutzi. « Linking School Culture to Successful Curriculum Reform ». Education Sciences 14, no 6 (23 mai 2024) : 558. http://dx.doi.org/10.3390/educsci14060558.
Texte intégralДанилова et Larisa Danilova. « SCHOOL REFORMING IN MODERN SWITZERLAND ». Standards and Monitoring in Education 1, no 4 (16 septembre 2013) : 34–40. http://dx.doi.org/10.12737/958.
Texte intégralQuesel, Carsten, Jasmin Näpfli et Patricia A. Buser. « Principals’ Views on Civic and Parental Participation in School Governance in Switzerland ». Educational Administration Quarterly 53, no 4 (13 mars 2017) : 585–615. http://dx.doi.org/10.1177/0013161x17698016.
Texte intégralKoch, Philippe. « Progressive and Sustained School Reforms : Framing and Coalition Building in Swiss Cities ». Journal of Urban Affairs 35, no 1 (février 2013) : 43–57. http://dx.doi.org/10.1111/juaf.12000.
Texte intégralOelkers, Jürgen. « Democracy and General Education : Swiss Scholl Reforms in the 19th Century ». e-Pedagogium 12, no 3 (1 juin 2012) : 76–88. http://dx.doi.org/10.5507/epd.2012.037.
Texte intégralDeissinger, Thomas, et Philipp Gonon. « Stakeholders in the German and Swiss vocational educational and training system ». Education + Training 58, no 6 (11 juillet 2016) : 568–77. http://dx.doi.org/10.1108/et-02-2016-0034.
Texte intégralSzabó, Zoltán András. « The Academic Reception of Austrian, German and Swiss Reform Pedagogy Representatives in Hungarian Educational Science in the Interwar Period. Quantitative Content Analysis of the Magyar Paedagogia (1918–1939) ». Historia scholastica 9, no 2 (décembre 2023) : 197–212. http://dx.doi.org/10.15240/tul/006/2023-2-008.
Texte intégralBorshch, Irina. « Opposition "charismatic – institutional" in the Church Law theory of Eugenio Corecco (1931-1995) ». St.Tikhons' University Review 101 (30 juin 2022) : 9–25. http://dx.doi.org/10.15382/sturi2022101.9-25.
Texte intégralHofstetter, Rita. « «Freinet Chimneys» : Experimenting with Emancipatory Public Education (Geneva in the 60s to 80s). Piaget’s Dream of an Active School ? » Espacio, Tiempo y Educación 7, no 1 (4 janvier 2020) : 89–115. http://dx.doi.org/10.14516/ete.248.
Texte intégralMeuli, Kaspar. « Swiss NCCR Summer School ». PAGES news 10, no 3 (décembre 2002) : 27. http://dx.doi.org/10.22498/pages.10.3.27.
Texte intégralThèses sur le sujet "Swiss school and reforms"
Chissick, Naomi. « Factors affecting the implementation of reforms in secondary school mathematics ». Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417179.
Texte intégralChen, Min-Chiang James. « Financial reforms in Taiwan : opportunities and challenges towards liberalization and internationalization ». Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11355.
Texte intégralCharpentier, Apolline. « The impact of Basel II reforms : a contraction in SME lending ». Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90234.
Texte intégralCataloged from PDF version of thesis.
Includes bibliographical references.
The implementation of Basel II reforms has been designed to protect the international financial system from major bank collapses through the enforcement of minimum capital adequacy ratios. This new set of rules has raised concerns of triggering changes in institutions' business models leading to credit contraction, which in turn could potentially contribute to slower global economic development. Small and Middle Enterprises, which have traditionally been engines of growth, innovation, and R&D in Europe, are highly reliant on bank loans as opposed to equity funding. This thesis focuses on the specific impact of Basel II reforms on SME access to financing. The paper is structured around four sections. Part I provides a technical summary of the regulation, focusing on the specific capital requirements for SMEs. Part II reviews today's literature on the topic. Finally, parts III and IV respectively provide a theoretical and empirical examination of the consequences of the reforms on SME financing. Based on these analyses, this thesis supports the conclusion that Basel II reforms have not been the cause of a contraction in SME lending.
by Apolline Charpentier.
S.M. in Management Studies
Worner, Cindy Baker Paul J. « The differential response patterns of local schools to state mandated reforms ». Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720816.
Texte intégralTitle from title page screen, viewed June 1, 2006. Dissertation Committee: Paul Baker (chair), Dianne Ashby, Patricia Klass, William Rau. Includes bibliographical references (leaves 91-95) and abstract. Also available in print.
Pages, Martin Marcel. « School autonomy with accountability reforms in Madrid : From instrumentation to policy enactment ». Doctoral thesis, Universitat Autònoma de Barcelona, 2021. http://hdl.handle.net/10803/672580.
Texte intégralEsta tesis estudia las políticas de autonomía escolar con rendimiento de cuentas (SAWA, por su acrónimo en inglés), como un modelo de reforma global re-contextualizado en un contexto sub-nacional. En concreto, se analiza la ‘instrumentación’, los impactos y los ‘enactments’ de las políticas SAWA en España, con una atención especial sobre el caso de la Comunidad de Madrid. Las políticas SAWA impulsan un modelo de reforma educativa a partir de la combinación de mayores niveles de autonomía escolar y descentralización, con nuevos instrumentos de evaluación y rendición de cuentas (RdC), con el objetivo de mejorar la eficacia y eficiencia de los sistemas educativos (Verger te al., 2019; Sahlberg, 2016). Este modelo, emerge bajo los principios de la Nueva Gestión Pública (NGP) durante los años 1980 en el mundo Anglo-Sajón. Sin embargo, más recientemente se ha diseminado en países sin una tradición administrativa gerencial. Este es el caso de España, donde el sistema de evaluación escolar se ha desarrollado de manera incipiente con una aproximación burocrática. Sin embargo, desde los años 2000 varias Comunidades Autónomas han adoptado mecanismos de RdC y reformas de la gobernanza escolar. En Madrid, las políticas SAWA se han implementado conjuntamente con esquemas de libre elección en un sistema educativo de cuasi-mercado relativamente diversificado, contribuyendo a consolidar un giro en la gobernanza del sistema, de acuerdo con un modelo post-burocrático. Adoptando un enfoque multi-escalar, esta tesis estudia la ‘instrumentación’ de la reforma SAWA, no sólo para lograr un mejor entendimiento sobre sus motivaciones, racionalidades y trayectorias, sino también para identificar y analizar sus principales impactos y ‘enactments’. A nivel macro, se analiza la selección y adopción de los instrumentos de RdC. A nivel meso, se estudian los principales impactos de las políticas SAWA sobre las dinámicas inter-escolares en los mercados educativos locales. Por último, a nivel micro, se analiza la interpretación y traducción de las políticas SAWA en las organizaciones escolares. La estrategia metodológica sigue el enfoque del estudio de caso, combinando datos y técnicas de investigación de naturaleza diversa, incluyendo entrevistas cualitativas con actores políticos (n=35), análisis de documental de normativa educativa (n=12), entrevistas con actores escolares (n=54) y encuestas con docentes (n=844) y directores (n=179). Los resultados muestran cómo los modelos internacionales y los discursos globales han ganado centralidad en la difusión de las políticas SAWA. Sin embargo, su traducción en contextos locales es contingente a diversos factores de naturaleza política, administrativa y cultural. En Madrid, las reformas SAWA fueron adoptadas siguiendo modelos internacionales, pero no lograron una mayor consolidación debido a obstáculos políticos y administrativos, sobre todo en cuanto a la diseminación pública de los resultados de las pruebas estandarizadas. Aun así, las pruebas externas han sido redefinidas y se han mantenido conjuntamente con políticas de elección escolar, generando importantes presiones externas y competitivas, que las escuelas enfrentan con diferentes lógicas de acción en un mercado educativo verticalmente segmentado. A nivel intra-escolar, esta tesis demuestra como el ‘enactment’ de los diversos componentes de las políticas de RdC difiere entre centros. Además, cuando los actores escolares no creen en la adecuación y legitimidad de los sistemas de RdC, tienden de desvincular las estructuras formales de las prácticas reales asociadas a la evaluación externa. Esta tesis sugiere importantes implicaciones. Los resultados señalan que cuando las políticas SAWA se implementan en sistemas educativos verticalmente diferenciados y bajo regulaciones de libre elección, pueden contribuir a una intensificación de la segmentación escolar, y por tanto, limitar las posibilidades de mejora para aquellas escuelas en condiciones de mayor vulnerabilidad, debilitando el rol cohesionador y nivelador de la educación, y reforzando sus funciones de reproducción social.
This thesis aims to study the recontextualisation of School Autonomy with Accountability (SAWA) reforms as a global education policy, translated and enacted in a subnational context. More specifically, the thesis analyses the instrumentation, impacts and enactments of SAWA policies in Spain, with a particular focus on the region of Madrid. SAWA policies aims to reform education systems by combining major levels of decentralization and school autonomy with novel policy instruments of accountability and evaluation, with the ultimate aim of improving the efficiency and efficacy of education systems (Verger et al., 2019; Sahlberg, 2016). This model emerged under the tenets of New Public Management (NPM) during the 1980 in the Anglo-Saxon world, but has been disseminated in countries without managerial administrative traditions. This is the case of Spain, where school evaluation has been developed incipiently under a bureaucratic approach. However, since the 2000s, different Spanish regions have adopted external accountability mechanisms and governance reforms. In Madrid, SAWA policies have been implemented together with open school choice schemes in a relatively diversified quasi-market of educational providers. Overall, the introduction of accountability mechanisms to regulate a quasi-market education system has contributed to consolidate a governance shift towards a post-bureaucratic educational model. Under this policy context, this thesis analyses the instrumentation of SAWA reforms not only to gain a better understanding of the motivations, rationales and trajectories of the reforms but also to identify and analyse their main impacts and enactments. Adopting a multi-scalar approach, this thesis addresses the policy selection and adoption of accountability tools from a macro level of analysis; its main impacts regarding the interschool dynamics in the local education markets from a meso level of analysis; and its policy enactments at the school level from a micro analysis. The methodological strategy follows a case study approach, combining data sources and research techniques of a diverse nature, including qualitative interviews with policymakers and stakeholders (n=35), analysis of policy documents (n=12), interviews with teachers and principals (n=54) and survey responses of teachers (n=844) and principals (n=179). This thesis uncovers some interesting results at the different levels of analysis. From the macro level, the results show how international policy models and global discourses are gaining centrality in the diffusion of SAWA policies. However, their translation in the local and national context is contingent to diverse political, administrative and cultural factors. In Madrid, the SAWA reforms were adopted following international models, but they did not reach further consolidation due to political and administrative hindering factors, especially regarding the public dissemination of the standardised test’s results. However, the test has been redefined and lasted together with school choice policies, generating important external competitive pressures that schools face adopting diverse logics of action in a vertically segmented education market. At the school level, this thesis illustrates how the components of the accountability mandate are differently enacted in the schools. Moreover, the results suggest that when school actors do not believe in the adequacy or fairness of the accountability system, they tend to decouple formal structures from real school practices. This thesis has important implications for policy and research. The results point out that when implemented in vertically differentiated education systems and under broad school choice regulations, SAWA reforms may contribute to further intensify school segmentation and, hence, limit the possibilities of improving those schools in more disadvantaged conditions, thus undermining the cohesive and levelling role of education and reinforcing its reproductive functions.
Universitat Autònoma de Barcelona. Programa de Doctorat en Sociologia
Baccaro, Lucio. « The organizational consequences of democracy : labor unions and economic reforms in contemporary Italy ». Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9685.
Texte intégralIncludes bibliographical references (p. 258-274).
Introduction: This dissertation deals with the recent strategic and organizational transformation of the Italian labor movement. The wave of strikes that swept all West-European countries between the late 1960s and the early 1970s lasted longer in Italy than anywhere else in the world and its effects were much more incisive. 1 The Italian unions emerged from the so-called "Hot Autumn" as much stronger organizations, well-rooted at the enterprise level, and animated by a radical, transformative ideology.Their goal was not just improving the wages and working conditions of the Italian workers but rather promoting a "social revolution" in the country. During the 1970s and 1980s, the behavior of these unions proved to be incompatible with the long-term stability of an open, capitalist economy. Wages grew faster that productivity. Consequently, Italy's inflation rates were higher than all other international competitors. The competitiveness of Italian goods on international markets fell while import penetration increased. Profit margins declined and with them, both capital accumulation and growth rates declined as well. Strike levels were higher than in all other advanced countries. Union demands for expansionary social policies spurred similar requests by other social groups and thus, caused the opening of a (growing) gap between public expenditures and tax receipts. Finally, unlike other unions in Central and Northern Europe, the Italian unions refused to come to terms with Italy's many macroeconomic imbalances by accepting wage moderation and promoting centralized collective bargaining. Beginning with the early 1990s, the Italian kbor movement radically changed its bargaining behavior and firmly embraced the cause of cooperation with management and government forces. In 1993, the Italian unions signed an incomes policies protocol aimed at bringing about centralized control of nominal wage growth. This agreement has been credited with greatly facilitating the process of macroeconomic adjustment in Italy. In 1995 and 1997, they agreed to important reforms of the state pension system. In 1996, they signed a so-called "pact for employment" - a pact aimed at creating favorable investment conditions in underdeveloped areas through flexibility in hiring and firing and the reduction of wage levels below national minima. In sum, the Italian union movement completely reshaped itself in less than ten years. How do we understand this sudden and perhaps even unexpected strategic reversal from conflict to cooperation?
by Pasquale V. (Lucio) Baccaro.
Ph.D.
Krop, Cathy S. « The finances of education governance reforms in California evidence from school district spending patterns / ». Santa Monica, CA : Rand, 1996. http://catalog.hathitrust.org/api/volumes/oclc/36093673.html.
Texte intégralWilliams, Gareth. « How has the independent sector responded to state school pay reforms ? : a comparative case study ». Thesis, Cardiff University, 2005. http://orca.cf.ac.uk/55406/.
Texte intégralJerolleman, Alessandra. « Governance Changes in Four Urban School Systems : A Comparative Analysis of Preconditions for Adopting Reforms ». ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/403.
Texte intégralRizvi, Meher. « The relationships between school reforms and teacher professionalism in government primary schools in Karachi, Pakistan ». Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15955/1/Meher_Rizvi_Thesis.pdf.
Texte intégralLivres sur le sujet "Swiss school and reforms"
1949-, Murphy Joseph, et Datnow Amanda, dir. Leadership lessons from comprehensive school reforms. Thousand Oaks, Calif : Corwin Press, 2003.
Trouver le texte intégralLeft back : A century of failed school reforms. New York : Simon & Schuster, 2001.
Trouver le texte intégralPresseisen, Barbara Z. Unlearned lessons : Current and past reforms for school improvement. Philadelphia : Falmer Press, 1985.
Trouver le texte intégralEducational Research Service (Arlington, Va.), dir. Nationwide school reforms : Opinion data from the general public, school principals, and teachers. Arlington, Va : Educational Research Service, 1992.
Trouver le texte intégralChitty, Clyde. The education system transformed : A guide to the school reforms. Manchester : Baseline Books, 1992.
Trouver le texte intégralKonstantopoulos, Spyros. How large an effect can we expect from school reforms ? Bonn, Germany : IZA, 2006.
Trouver le texte intégralLockwood, Anne Turnbaugh. Lessons from four reforms : Learning from research and practice. [Oak Brook, IL : North Central Regional Educational Laboratory, 1995.
Trouver le texte intégralMétais, Joanna Le. Legislating for change : School reforms in England and Wales, 1979-1994. Slough : NFER, 1995.
Trouver le texte intégralAngela, Smithmier, et Educational Resources Information Center (U.S.), dir. Aligning organizational features and school reform : An examination of two recent reforms. [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.
Trouver le texte intégral1964-, Mok Ka-Ho, et Comparative Education Research Centre, dir. Centralization and decentralization : Educational reforms and changing governance in Chinese societies. Hong Kong : Comparative Education Research Centre, University of Hong Kong, 2004.
Trouver le texte intégralChapitres de livres sur le sujet "Swiss school and reforms"
Haenni Hoti, Andrea U., et Sybille Heinzmann. « Foreign language reforms in Swiss primary schools ». Dans Multilingual Individuals and Multilingual Societies, 189–206. Amsterdam : John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/hsm.13.13hae.
Texte intégralBardenheuer, Markus. « “So that I Never Fail to Warn and Admonish” : Pastoral Care and Private Conversation in a Seventeenth-century Reformed Village ». Dans Tracing Private Conversations in Early Modern Europe, 175–204. Cham : Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-46630-4_7.
Texte intégralHutt, Ethan L. « School Development and School Reforms ». Dans Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore : Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_4-1.
Texte intégralHutt, Ethan L. « School Development and School Reforms ». Dans Encyclopedia of Educational Philosophy and Theory, 2068–73. Singapore : Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_4.
Texte intégralHirschmann, Michael T., et Werner Müller. « Knee Rotation : The Swiss School ». Dans Rotatory Knee Instability, 75–86. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32070-0_7.
Texte intégralHagland, Trent. « Grattan Institute : School Funding Reforms ». Dans Think Tanks in Australia, 221–51. Cham : Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-27044-4_10.
Texte intégralBlaik, Rida, David Litz et Nagla Ali. « UAE school reforms and leadership ». Dans Islamic-Based Educational Leadership, Administration and Management, 179–95. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003360070-14.
Texte intégralDahmen, Stephan. « 2.2. Situating the Swiss Transition Regime ». Dans Regulating Transitions from School to Work, 27–39. Bielefeld, Germany : transcript Verlag / Bielefeld University Press, 2021. http://dx.doi.org/10.14361/9783839457061-003.
Texte intégralTukdeo, Shivali. « Formal Education : Alphabets of Reforms and Escape ». Dans India Goes to School, 23–41. New Delhi : Springer India, 2019. http://dx.doi.org/10.1007/978-81-322-3957-4_2.
Texte intégralNamba, Tomoko. « School Uniform Reforms in Modern Japan ». Dans Fashion, Identity, and Power in Modern Asia, 91–113. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97199-5_5.
Texte intégralActes de conférences sur le sujet "Swiss school and reforms"
Nordmann, Th. « The Swiss 1 MWp PV-school demonstration program ». Dans Conference Record of the Twenty Fifth IEEE Photovoltaic Specialists Conference - 1996. IEEE, 1996. http://dx.doi.org/10.1109/pvsc.1996.563937.
Texte intégralElster, Doris. « ECO-SCHOOL MOVEMENT BASED ON EDUCATIONAL REFORMS IN GERMANY ». Dans 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0425.
Texte intégralKumar, K. S. Vipin, V. K. Pramod, K. C. Paul et N. Manoj. « Effect of educational reforms and new policies on school education ». Dans 2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE). IEEE, 2013. http://dx.doi.org/10.1109/mite.2013.6756379.
Texte intégralPerez-Mugg, Martha. « Smoke and Mirrors : A Racial Capitalist Critique of Neoliberal School Reforms ». Dans 2023 AERA Annual Meeting. Washington DC : AERA, 2023. http://dx.doi.org/10.3102/2009803.
Texte intégralWahlstrom, Ninni. « "International Standards" and the Implications for Educational Equality in National School Reforms ». Dans 2019 AERA Annual Meeting. Washington DC : AERA, 2019. http://dx.doi.org/10.3102/1429969.
Texte intégralKasatkin, Oleh. « SCHOOL LITERARY EDUCATION IN UKRAINE IN THE PERIOD OF REFORMS 2010–2016 ». Dans Science in the Modern World : Prospects and Directions of Development. Publishing House “Baltija Publishing”, 2024. http://dx.doi.org/10.30525/978-9934-26-438-2-9.
Texte intégralHenderson, Mark. « The More Things Change . . . Education Reforms and School Rank Persistence in California ». Dans 2024 AERA Annual Meeting. Washington DC : AERA, 2024. http://dx.doi.org/10.3102/2103460.
Texte intégralReston, Enriqueta, et Lisa Grace Bersales. « Reform efforts in training statistics teachers in the Philippines : challenges and prospects ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08604.
Texte intégralCraig, Cheryl. « "Data Is [G]od" : Influence of Policy Reforms on Urban, Middle School Teachers ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1571763.
Texte intégralAnglum, J. Cameron. « The Effects of School Finance Reforms on Teacher Turnover : Evidence From National Data ». Dans 2021 AERA Annual Meeting. Washington DC : AERA, 2021. http://dx.doi.org/10.3102/1689686.
Texte intégralRapports d'organisations sur le sujet "Swiss school and reforms"
Elacqua, Gregory, Fabio Sanchez et Humberto Santos. School Reorganization Reforms : The Case of School Networks in Colombia. Inter-American Development Bank, août 2019. http://dx.doi.org/10.18235/0001844.
Texte intégralAsker, Erdal, Eric Brunner et Stephen Ross. The Impact of School Spending on Civic Engagement : Evidence from School Finance Reforms. Cambridge, MA : National Bureau of Economic Research, décembre 2022. http://dx.doi.org/10.3386/w30711.
Texte intégralDee, Thomas, et Elise Dizon-Ross. School Performance, Accountability and Waiver Reforms : Evidence from Louisiana. Cambridge, MA : National Bureau of Economic Research, juin 2017. http://dx.doi.org/10.3386/w23463.
Texte intégralJackson, C. Kirabo, Rucker Johnson et Claudia Persico. The Effects of School Spending on Educational and Economic Outcomes : Evidence from School Finance Reforms. Cambridge, MA : National Bureau of Economic Research, janvier 2015. http://dx.doi.org/10.3386/w20847.
Texte intégralJaimovich, Analia. Institutional Architecture for School Improvement. Inter-American Development Bank, février 2014. http://dx.doi.org/10.18235/0006302.
Texte intégralSalvanes, Kjell G., Richard Blundell et Patrick Bennett. A second chance ? Labor market returns to adult education using school reforms. The IFS, août 2020. http://dx.doi.org/10.1920/wp.ifs.2020.2820.
Texte intégralRothstein, Jesse, et Diane Whitmore Schanzenbach. Does Money Still Matter ? Attainment and Earnings Effects of Post-1990 School Finance Reforms. Cambridge, MA : National Bureau of Economic Research, août 2021. http://dx.doi.org/10.3386/w29177.
Texte intégralJackson, C. Kirabo, Rucker Johnson et Claudia Persico. The Effect of School Finance Reforms on the Distribution of Spending, Academic Achievement, and Adult Outcomes. Cambridge, MA : National Bureau of Economic Research, mai 2014. http://dx.doi.org/10.3386/w20118.
Texte intégralHoddinott, John, Mesele Araya, Tassew Woldehanna, Ricardo Sabates, Dawit Tibebu Tiruneh et Nurullah Eryilmaz. Which Aspects of Educational Reforms in Ethiopia Have Promoted Equitable Achievements in Mathematics ? Research on Improving Systems of Education (RISE), mars 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/138.
Texte intégralDomínguez, Patricio, et Krista Ruffini. Research Insights : How Do Longer School Days Affect Students' Economic Well-Being in Adulthood ? Inter-American Development Bank, mai 2021. http://dx.doi.org/10.18235/0003284.
Texte intégral