A good practice in School Leadership : Portuguese case study

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dc.contributor.authorClímaco, Maria do Carmo
dc.contributor.authorSilva, Ana Paula Lopes da
dc.date.accessioned2015-07-08T12:22:35Z
dc.date.available2015-07-08T12:22:35Z
dc.date.issued2015
dc.descriptionRevista Lusófona de Educaçãopt
dc.description.abstractThe schools’ evaluation regime, comprising self and external evaluation procedures, was put in force in 2002 and justified by the policy makers as a tool for “deepening school autonomy” and “improvement”, gave rise to some “insecurity” and “malaise” within schools. Therefore, hipper-bureaucratization evaluation procedures have been adopted in many schools, which some studies indicate as a tendency and evidence of reduced autonomy.en
dc.formatapplication/pdf
dc.identifier.issn1646-401X
dc.identifier.urihttp://hdl.handle.net/10437/6580
dc.language.isoengpt
dc.publisherEdições Universitárias Lusófonaspt
dc.rightsopenAccess
dc.subjectEDUCAÇÃOpt
dc.subjectEDUCATIONen
dc.subjectAVALIAÇÃO DA EDUCAÇÃOpt
dc.subjectEDUCATIONAL ASSESSMENTen
dc.subjectAUTOAVALIAÇÃOpt
dc.subjectSELF-ASSESSMENTen
dc.subjectESTUDOS DE CASOpt
dc.subjectCASE STUDIESen
dc.titleA good practice in School Leadership : Portuguese case studyen
dc.typearticlept

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Revista Lusófona de Educação n.º 30 (2015)