附註:Includes bibliographical references (pages 191-195).
Cover -- Table of Contents -- Preface -- About the editors -- Chapter 1 Institutional contexts and effectiveness of schooling -- 1.1 Introduction -- 1.2 A conceptual presentation of assumed relationships -- 1.3 Institutional contexts of education systems -- 1.4 The within-country public/private sector model -- 1.5 Objectives and design of the international project -- 1.6 Acknowledgements -- Chapter 2 Selection and definition of indicators -- 2.1 Introduction -- 2.2 Selection and description of six indicators of institutional context -- Chapter 3 Country reports: education systems in Europe -- 3.1 Introduction -- 3.2 Spain -- 3.3 Scotland -- 3.4 Sweden -- 3.5 Portugal -- 3.6 The Netherlands -- 3.7 Ireland -- 3.8 Germany -- 3.9 France -- 3.10 England -- 3.11 Denmark -- 3.12 Belgium (French) -- 3.13 Belgium (Flemish) -- 3.14 Austria -- Chapter 4 Quality and equity of european education -- 4.1 Introduction -- 4.2 Distribution of public and private education -- 4.3 Fair comparisons of public and private schools' performance -- 4.4 Choice of quality assessment criteria -- 4.5 International comparison -- 4.6 Overview of TIMSS mathematics assessment -- 4.7 Methodology -- 4.8 Comparison of quality and equity across European countries -- 4.9 The outcomes within a broader perspective -- 4.10 Interpreting our results in comparison to PISA outcomes -- 4.11 Educational expenditure -- Chapter 5 Configurations of institutional contexts -- 5.1 Introduction -- 5.2 Configuration theory and multidimensional scaling -- 5.3 Towards dimensions of institutional contexts -- 5.4 Interpretation of configurations -- 5.5 Four configurations of institutional contexts -- 5.6 Public and private schools -- Chapter 6 Reflections and explanations -- 6.1 Introduction -- 6.2 Size and funding of public and private education -- 6.3 Governance and system influences in education -- 6.4 School choice in education systems -- 6.5 Taking into account country-specific characteristics -- Chapter 7 Summary and
摘要:Based on empirical analysis using configuration theory and multi-dimensional scaling, this book provides insight into types of relationships that can be found between groups of countries with certain institutional context features, and into the quality and equity of their education system.
