Public Governance and School Performance

Angelo Paletta

Public Management Review, 2011, vol. 14, issue 8, 1125-1151

Abstract: According to the New Public Governance paradigm, this paper analyses the institutional and organizational conditions that can lead to an improvement in student learning (a typical co-produced outcome) by acting on the promotion of genuine collaborative relationships. The distinctive features of Italian distributed governance and the challenges for school management are discussed by examining TIMSS and INVALSI data. The results show that collaborative public management supports schools in improving student learning, confirming the research hypothesis for primary schools (IV grade) and schools that operate in socially and economically poor contexts.

Date: 2011
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/14719037.2012.657838 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:pubmgr:v:14:y:2011:i:8:p:1125-1151

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/RPXM20

DOI: 10.1080/14719037.2012.657838

Access Statistics for this article

Public Management Review is currently edited by Professor Stephen P. Osborne, Jenny Harrow and Tobias Jung

More articles in Public Management Review from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().