ESPER, T. Quasi-markets, accountability, and innovation: analyzing the case of Free Schools in England through teachers’ perspectives . Revista Española de Educación Comparada, [S. l.], n. 42, p. 193–220, 2022. DOI: 10.5944/reec.42.2023.34408. Disponível em: https://revistas.uned.es/index.php/REEC/article/view/34408. Acesso em: 28 sep. 2024.