@article{45655,
  author       = {{FitzGerald, Clare and Fraser, Alec and Kimmitt, Jonathan and Knoll, Lisa and Williams, James}},
  issn         = {{1096-7494}},
  journal      = {{International Public Management Journal}},
  keywords     = {{Public Administration, Business and International Management}},
  number       = {{3}},
  pages        = {{329--338}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Outcomes-based contracting and public management reform: Lessons from a decade of experimentation}}},
  doi          = {{10.1080/10967494.2023.2170504}},
  volume       = {{26}},
  year         = {{2023}},
}

@article{35522,
  abstract     = {{<jats:p>Following concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills change over the course of a field experience controlling for influences of professional knowledge, we conduct a pre-post field study with N = 95 preservice physics teachers in a one-semester field experience. Content knowledge (CK) and pedagogical content knowledge (PCK) (paper-and-pencil tests), and reflection and planning skills (standardized performance assessments) were assessed before and after the field experience. Path analyses revealed almost no influence of reflection skills on planning skills. Reflections skills did not contribute to preservice teachers planning skills beyond knowledge, indicating both constructs might represent rather independent abilities. The results show the need for further development of models describing the development of teachers’ professional knowledge and skills in academic teacher education and for the development of concepts for a better integration of reflection and lesson planning in field experiences.</jats:p>}},
  author       = {{Vogelsang, Christoph and Kulgemeyer, Christoph and Riese, Josef}},
  issn         = {{2227-7102}},
  journal      = {{Education Sciences}},
  keywords     = {{Public Administration, Developmental and Educational Psychology, Education, Computer Science Applications, Computer Science (miscellaneous), Physical Therapy, Sports Therapy and Rehabilitation}},
  number       = {{7}},
  publisher    = {{MDPI AG}},
  title        = {{{Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience}}},
  doi          = {{10.3390/educsci12070479}},
  volume       = {{12}},
  year         = {{2022}},
}

@article{37020,
  author       = {{Fraser, Alec and Knoll, Lisa and Hevenstone, Debra}},
  issn         = {{1096-7494}},
  journal      = {{International Public Management Journal}},
  keywords     = {{Public Administration, Business and International Management}},
  number       = {{3}},
  pages        = {{339–356}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Contested Social Impact Bonds: welfare conventions, conflicts and compromises in five European Active-Labor Market Programs}}},
  doi          = {{10.1080/10967494.2022.2089792}},
  volume       = {{26}},
  year         = {{2022}},
}

@article{37021,
  author       = {{Chiapello, Eve and Knoll, Lisa}},
  issn         = {{1387-6988}},
  journal      = {{Journal of Comparative Policy Analysis: Research and Practice}},
  keywords     = {{Public Administration, Sociology and Political Science}},
  number       = {{2}},
  pages        = {{100--115}},
  publisher    = {{Informa UK Limited}},
  title        = {{{The Welfare Conventions Approach: A Comparative Perspective on Social Impact Bonds}}},
  doi          = {{10.1080/13876988.2019.1695965}},
  volume       = {{22}},
  year         = {{2020}},
}