The evaluation theory tree typology reflects the following three components of evaluation practice: (a) methods, (b) use, and (c) valuing. The purpose of this study was to explore how evaluation practice is conceived as reflected in articles published in the American Journal of Evaluation (AJE) and Evaluation, a journal supported by the European Evaluation Society. A key finding from this international comparison suggests that evaluation practice as reflected in AJE and Evaluation both emphasize methods, in comparison to use and valuing. This article concludes using Peter DahlerLarsen's discussion on evaluation societies, among other sources, to examine the audit society, which might account for the trends in our findings. EvalPartners, a global community of evaluators, has declared 2015 as the international year of evaluation. These findings regarding cross-continental trends in evaluation are relevant for engaging in a global dialogue on evaluation practice.

The purpose of this article is to examine how media-generated professional identities in the culinary sector are reflected in Danish male cookery students' narratives about their own identity, experiences and expectations about the trade. Hence, this study takes its starting point in studies that show how the broad popularity of the culinary profession -almost exclusively through male chefsseems to be attracting more male students to the cooking programme. The previous research indicates, however, that there is a risk of unfulfilled expectations when cookery students realise the hard work involved in working in a professional kitchen. It is this contrast between the media presentation and the practical reality of a profession like cookery that we wish to explore from the students' perspective. IntroductionThe purpose of this article is to examine how media-generated professional identities in the culinary sector are reflected in the narratives of male catering trainees about their own identity, experiences and expectations of the trade. It contributes to other ongoing studies of the role of celebrity in informing young people's classed and gendered aspirations in complex ways (e.g. Allen and Mendick 2013). However, rather than a broad focus on more ubiquitous types of celebrity aspirations (pop stars, actors and royal personages), we introduce a focus on specific celebrity associations for vocational trainees.This study therefore takes its starting point from research that has shown how the broad popularity of the culinary profession -almost exclusively represented through male chefs in Denmark -seems to be attracting more male trainees to catering programmes (Friche 2010). Previous research indicates, however, that there is a risk of unfulfilled expectations when catering trainees realise the hard work involved in working in a professional kitchen. It is this contrast between the media portrayal and the practical reality of a profession like cookery that we wish to explore from the trainees' perspective.The purpose of the article is twofold: first, to identify celebrity chefs as accessible figures of professional chef identities that constitute part of the context to which male catering trainees must relate (Bureychak 2012); and second, to examine how

Performance pressure at both the institutional and individual level of secondary education has been identified as a pressure that is acknowledged all over Europe and raises questions about the extent to which agents in lower and upper secondary education interpret assessment in terms of either control or learning, or perhaps both. Drawing on empirical findings from two case studies in Denmark, the article focuses on the social roles of educational evaluation and assessment, and discusses the ways in which the local level interpretations of policy demands influence teaching and learning in secondary education. To enable an analysis of the understanding of different agents in the field, the article combines important sociological thinking with the basic distinction between assessment of programmes and assessment of individuals. Presuming that assessment practices bear the traces of the social structure that they both express and reproduce, the aim of this paper is to interrogate how the agents view and interpret such practices.

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In 2019, Hjørring Municipality launched a comprehensive Youth Guarantee programme to ensure ‘positive destinations’ for the municipality’s youth. The strategy was explicitly inspired by Edinburgh’s interpretation of the Scottish Youth Guarantee. In this article, we conceptualize the Youth Guarantee as a policy instrument and unpack the transfer, translation, and transformation from the initial coincidental inspiration to the policy instrument developing a ‘life of its own’. The instrument serves as a vehicle for creating a constituency centred on a value-based governing paradigm, alliances, and the enthusiastic spread of the Youth Guarantee spirit. The case serves as an example of how the transfer, translation, and transformation processes of a policy instrument into a foreign legal context can play out, as well as how dominating forms of governance centred on values, alliances, and common enthusiasm in the constituency – and even the contours of a governance paradigm – can be teased out through such an endeavour.