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The current literature on school restructuring emphasizes cooperative learning, collaborative planning, teacher empowerment, and participative policy making. This literature tends to set aside client and technical perspectives and to exhibit a professional view, which deems accountability to be a politically incorrect issue. The literature on system restructuring shows that the decentralization of pedagogical, administrative, and governance power, with a simultaneous recentralization of control functions, has led to a consensus of cynicism among professionals and low policy legitimacy. This paper argues that responsibility in education implies accountability and that such accountability implies formative evaluation, educative reporting relationships, and politically critical planning. It mounts a case for the production of educative accountability policies. It proposes a policy research methodology that will both employ and test non-foundational epistemology. In sum, this paper reports policy research that is: (1) driven by a consequencialist moral theory; (2) attempting to reconcile professional, client, and technical perspectives through the active engagement of school, district, and state-level stakeholders in Tasmania; and (3) intended to apply and evaluate non-foundational epistemology. (Contains 96 references.) (Author/LMI)

Descriptors: Accountability, Decentralization, Elementary Secondary Education, Epistemology, Foreign Countries, Participative Decision Making, Policy Formation, School Based Management, Theory Practice Relationship











Autor: Macpherson, Reynold J. S.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7843&id=ED374544







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