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Article
Publication date: 9 August 2013

Lynn M. Hemmer, Jean Madsen and Mario S. Torres

The expansion of alternative education, globally, has coincided with a shift towards greater accountability for ensuring educational access and opportunity, high academic…

1606

Abstract

Purpose

The expansion of alternative education, globally, has coincided with a shift towards greater accountability for ensuring educational access and opportunity, high academic standards and increased graduation rates. While studies suggest the pervasive influence of accountability may be redefining how school leaders provide meaningful learning experiences and facilitating high achievement, little is known about school leaders of alternative schools administering accountability polices. If there are inconsistencies between meaningful learning experiences for at‐risk students and performance‐based standards outcomes, this may suggest issues around equity and alternative schools that should be evaluated. Using a theoretical frame of policy implementation, specifically the authoritative design of policy and social constructs of compliance, this study aims to examine how alternative school leaders implement accountability policies.

Design/methodology/approach

This cross‐case study employs a qualitative thematic strategy of data analysis in conjunction with Fairclough's three‐dimensional framework of discourse analysis to examine how seven school leaders at five alternative schools in California and Texas interpret and administer accountability policy.

Findings

The theme of reconciliation: tension between compliance and innovation was revealed from the data. The discourses surrounding the nature of students at risk and policy compliance converged, creating a notion that alternative school leaders were losing their autonomy as knowing what is best for their students amidst increasing accountability standards.

Research limitations/implications

While many of the administrators are positioned by their districts to act as an at‐risk student expert when designing or sustaining academic and social programs at their respective alternative schools, they are in the process of losing some of their autonomy because of the pressures derived from accountability standards. However, school leaders continue to take responsive and reflexive actions to create distance between their settings and accountability policy in order to protect their students and schools from external pressures.

Originality/value

The study presents original findings in the area of accountability policy implementation in alternative school settings. This work suggests that the social constructs of compliance and student risk factors converge with the authoritative nature of accountability policy. In turn, tension was created for alternative school leaders as they consider what is best for at‐risk students.

Details

Journal of Educational Administration, vol. 51 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 August 1999

Reynold J.S. Macpherson

This paper reports a policy research project intended to clarify the accountability processes and criteria that should be used to collect data, report and improve the quality of…

1631

Abstract

This paper reports a policy research project intended to clarify the accountability processes and criteria that should be used to collect data, report and improve the quality of learning, teaching and leadership in Tasmania. Its outcomes informed the design of a new three‐year school review process that seeks to integrate local governance, school planning, action research evaluation, external reviews, and systemic performance monitoring. Behind the recommended policy is a touchstone set of processes and criteria that comprise a theory of mutual and educative accountability. This theory represents an attempt to reconcile centralism with pluralism, exhibits liberal, democratic and limited forms of community government, anticipates educative forms of leadership, and values communitarian over collegial and individualistic forms of professionalism.

Details

Journal of Educational Administration, vol. 37 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 10 August 2012

Karen Seashore Louis and Viviane M. Robinson

The purpose of this paper is to examine how US school leaders make sense of external mandates, and the way in which their understanding of state and district accountability

3839

Abstract

Purpose

The purpose of this paper is to examine how US school leaders make sense of external mandates, and the way in which their understanding of state and district accountability policies affects their work. It is posited that school leaders’ responses to external accountability are likely to reflect a complex interaction between their perception of the accountability policies, the state and district contexts in which those policies are situated and their own leadership beliefs and practices.

Design/methodology/approach

The authors use both principal and teacher survey data to explore the question of how perceptions of external policy are associated with instructional leadership behaviors. Cases of seven principals are employed to flesh out the findings from the survey analysis.

Findings

It is concluded that external accountability policy may have a positive impact on instructional leadership – where they see those policies as aligned with their own values and preferences, and where they see their district leaders as supportive of school‐driven accountability initiatives. In these cases, school leaders internalize the external accountability policies and shape them to the particular needs that they see as priorities in their own school. Where one or the other of these factors is weak or missing, on the other hand, leaders demonstrate more negative attitudes to external accountability and weaker instructional leadership.

Originality/value

This analysis draws on a unique, large‐scale data base and uses a mixed methods approach to answer the question.

Details

Journal of Educational Administration, vol. 50 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 5 May 2015

Marytza A. Gawlik

The purpose of this paper is to investigate the ways in which charter school leaders influence the understanding and conception of accountability policy and how that understanding…

1309

Abstract

Purpose

The purpose of this paper is to investigate the ways in which charter school leaders influence the understanding and conception of accountability policy and how that understanding translates into practice. In particular, this paper draws from sense-making theory and research on charter school leaders to identify their pre-existing understandings, their shared interactions, and their interpretations of accountability policy as they relate to professional development and instructional practices.

Design/methodology/approach

This paper uses the qualitative case study approach to document the organizational processes of charter schools. Data for the study were collected in two elementary charter schools over the course of 18 months. The constant comparative method was used to analyze the data because this method is compatible with the inductive, concept-building orientation of all qualitative research. Semi-structured interviews were conducted with two charter school leaders and twelve charter school teachers. In-depth interviews with the leaders were also conducted to gain a deeper understanding of sense-making. In addition pertinent staff meetings, professional development sessions, and informal interactions between charter leaders and teachers were observed.

Findings

While the charter school leaders in this study were inclined to adopt approaches that reinforced their pre-existing understandings, they did so using interpretative frameworks that sought to enact policies they deemed most crucial at the school level. These frameworks included metaphors and modeling, both of which reflected the policy signals received from the institutional environment. The leaders’ use of metaphors and modeling incorporated accountability policy into messages that encouraged constructive instructional practices, including data-driven analysis, project-based learning, and technology use.

Originality/value

This paper broadens discussions about charter school leaders and accountability in three ways. First, it explores how school leaders interpret and adapt policy signals. Second, it delineates the frameworks used by charter school leaders to identify and make sense of accountability policy. Finally, this paper highlights the ways in which charter school leaders influence the teachers in their school buildings through shared sense-making.

Details

Journal of Educational Administration, vol. 53 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Abstract

Details

Central Bank Policy: Theory and Practice
Type: Book
ISBN: 978-1-78973-751-6

Article
Publication date: 4 July 2023

Lexis Alexander Tetteh, Cletus Agyenim-Boateng and Samuel Nana Yaw Simpson

The study examines the instigating factors behind the development of the local content (LC) policy in Ghana and it further investigates the accountability mechanisms that drive…

Abstract

Purpose

The study examines the instigating factors behind the development of the local content (LC) policy in Ghana and it further investigates the accountability mechanisms that drive the LC policy implementation to promote sustainable development.

Design/methodology/approach

The study reports on a series of interviews with key actors using Institutional Theory and the application of Bovens’ (2010) Global Accountability Framework as a lens for discussion and interpretation of results.

Findings

The results reveal that two forces instigated LC policy enactment. One is external funding pressure from the Norwegian government and the World Bank. The other is the government’s engagement of Civil Society Organisations and other internal stakeholders to justify its activities and missions to signal adherence to impartiality, neutrality, and, to a lesser extent, solidarity. The analysis also reveals tensions in how accountability legitimacy relates to implementation of the LC policy. The study further discovers that while participation, transparency, monitoring, and evaluation are frequently invoked as de jure institutional legitimacy in oil and gas contracts, actual practices follow normative (de facto) institutionalism rather than what the LC policy law provides.

Research limitations/implications

The interview had a relatively small number of participants, which can be argued to affect the study’s validity. Nevertheless, given the data saturation effect and the breadth of the data obtained from the respondents, this study represents a significant advancement in LC policy enactment knowledge, implementation mechanisms and enforcement in an emerging O&G industry.

Practical implications

The findings of this study suggest that future policy development in emerging economies should involve detailed consultations to increase decision-maker knowledge, process transparency and expectations. This will improve implementation and reduce stakeholder tension, conflict and mistrust.

Originality/value

The findings of this study build on earlier investigations into legitimacy, accountability and impression management in and outside the O&G sector. Also, the findings reveal the legitimising tactics used by O&G actors to promote local content sustainable development targets.

Details

Journal of Applied Accounting Research, vol. 25 no. 2
Type: Research Article
ISSN: 0967-5426

Keywords

Article
Publication date: 1 February 2011

Vasil Jaiani and Andrew B. Whitford

The purpose of this paper is to examine the policy process that led to the passage of the No Child Left Behind (NCLB) Act in the United States and the Bush Administration's role…

6772

Abstract

Purpose

The purpose of this paper is to examine the policy process that led to the passage of the No Child Left Behind (NCLB) Act in the United States and the Bush Administration's role in this process.

Design/methodology/approach

The research design is historical and archival. A description of the NCLB Act is given and the major provisions and implementation are focused upon. How the Bush Administration helped create the opportunity to pass the NCLB Act by building coalitions, and how public opinion affected the evolution of the policy process is focused upon. Finally, a description is given on how policy ideas like the concept of “accountability” shaped the policy process, and both inspired and constrained the Bush Administration.

Findings

The paper argues that the Bush Administration helped create the opportunity to pass the NCLB Act by building coalitions, and public opinion affected the evolution of the policy process. Policy ideas like the concept of “accountability” shaped the policy process, and both inspired and constrained the Bush Administration.

Research limitations/implications

The case is limited to the United States and NCLB, although those cases are particularly important in North America and in evaluation‐based research.

Practical implications

The paper shows how a policy designer can be limited both by political initiatives and his or her own conceptual grounding.

Originality/value

This paper is one of the first to connect the policy process that guided President Bush's design of the NCLB legislation with the concept of “accountability”. Accountability is a foundational concept in the design of quality assurance systems.

Details

Quality Assurance in Education, vol. 19 no. 1
Type: Research Article
ISSN: 0968-4883

Keywords

Book part
Publication date: 27 November 2020

Habib Muhammad Shahib, Eko Ganis Sukoharsono, M. Achsin and Yeney Widya Prihatiningtias

This chapter develops a new reference for local government accountability in socioenvironmental issues based on the views of leading socioenvironmental nongovernmental…

Abstract

This chapter develops a new reference for local government accountability in socioenvironmental issues based on the views of leading socioenvironmental nongovernmental Organisations (NGOs) in Indonesia. This study introduces an alternative view related to the government accountability model by focussing more on the socioenvironmental issues, which tend to be marginalised due to the dominance of [neo]liberal economic development and New Public Management paradigm in the praxis of government. A Fairclough's critical discourse analysis method has been applied to annual reports from three main socioenvironmental NGOs in Indonesia ranging from 2015 to 2018. This study found that there are three important notes for the local government's regulation, practice and accountability's activities to be in a line with the sustainable paradigm and the views of these NGOs. First and the foremost, the government's policy should give attention to public needs and ecological standards. Secondly, the rights and obligations related to the environmental issues should be transparent and accountable. Lastly, the government should release the accountability reports in full disclosure document and make the reports publicly available for various stakeholders. In particular, the accountability reports play a role as a tool for people to monitor the government's activities in socioenvironmental issues. This research implies an alternative view in the context of socioenvironmental accounting literature enrichment. It also provides valuable input to other governments, especially in developing countries and countries with economic growth that are highly reliant on the natural resources sector, in order to manage and account for their natural wealth in a more responsible and sustainable manner. Likewise, this research offers an alternative discourse of socioenvironmental accountability from the view of socioenvironmental NGOs in Indonesia.

Details

Environmentalism and NGO Accountability
Type: Book
ISBN: 978-1-83909-002-8

Keywords

Book part
Publication date: 18 July 2008

Bruce Fuller

Given this casting of the problem, the logical question by the late 1980s had become, how should government craft policy tools to motivate stronger efforts by local educators? A…

Abstract

Given this casting of the problem, the logical question by the late 1980s had become, how should government craft policy tools to motivate stronger efforts by local educators? A variety of central governments in the West had tried to lift children's learning curves through new funding for particular categories of students, along with tighter regulation of how these dollars must be spent. But this assumed that legislators and education bureaucrats knew how to best organize instructional “inputs” and social relations inside classrooms. The conceptual breakthrough with the new buzz around standards-based or performance-focused reform was that government would concentrate on clarifying learning outcomes, leaving local educators to tailor school inputs and pedagogical practices. (Several chapters in this volume show how, in fact, central governments have difficulty resisting the exercise of control over output standards and input mixes.)

Details

Strong States, Weak Schools: The Benefits and Dilemmas of Centralized Accountability
Type: Book
ISBN: 978-1-84663-910-4

Book part
Publication date: 15 December 2016

Debbie H. Kim, Jeannette A. Colyvas and Allen K. Kim

Despite a legacy of research that emphasizes contradictions and their role in explaining change, less is understood about their character or the mechanisms that support them. This…

Abstract

Despite a legacy of research that emphasizes contradictions and their role in explaining change, less is understood about their character or the mechanisms that support them. This gap is especially problematic when making causal claims about the sources of institutional change and our overall conceptions of how institutions matter in social meanings and organizational practices. If we treat contradictions as a persistent societal feature, then a primary analytic task is to distinguish their prevalence from their effects. We address this gap in the context of US electoral discourse and education through an analysis of presidential platforms. We ask how contradictions take hold, persist, and might be observed prior to, or independently of, their strategic use. Through a novel combination of content analysis and computational linguistics, we observe contradictions in qualitative differences in form and quantitative differences in degree. Whereas much work predicts that ideologies produce contradictions between groups, our analysis demonstrates that they actually support convergence in meaning between groups while promoting contradiction within groups.

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