Educational Accountability Effects
An International Pespective: A Special Issue of the Peabody Journal of Education
1st Edition
Published on 11. July 2017
Book
Hardback
220 pages
978-1-138-42011-3 (ISBN)
Description
This collection of essays offers an international perspective on educational accountability effects. Issues addressed include: market-driven approaches to accountability; decentralization approaches to accountability; management approaches to accountability; and more.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
Professional and scholarly
Professional
Dimensions
Height: 229 mm
Width: 152 mm
Weight
453 gr
ISBN-13
978-1-138-42011-3 (9781138420113)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Kenneth Leithwood | Lorna Earl
Educational Accountability Effects
An International Pespective: A Special Issue of the Peabody Journal of Education
Book
01/2001
Routledge
€54.00
Shipment within 10-20 days
Persons
Kenneth Leithwood
Content
Volume 75, Number 4, 2001. Contents: K. Leithwood, L. Earl, Educational Accountability Effects: An International Perspective. Part I: Market-Driven Approaches to Accountability. R.R. O'Reilly, L. Bosetti, Charter Schools: The Search for Community. Part II: Decentralization Approaches to Accountability. K. Parker, K. Leithwood, School Councils' Influence on School and Classroom Practice. V. Robinson, H. Timperley, The Link Between Accountability and Improvement: The Case of Reporting to Parents. Part III: Professional Approaches to Accountability. R.E. Blum, Standards-Based Reform: Can it Make a Difference for Students? L. Earl, N. Torrance, Embedding Accountability and Improvement Into Large-Scale Assessment: What Difference Does it Make? Part IV: Management Approaches to Accountability. H. Raham, Cooperative Performance Incentive Plans. C. Kelley, S. Conley, S. Kimball, Payment for Results: The Effects of the Kentucky and Maryland Group-Based Performance Award Programs. R.T. Ogawa, E. Collom, Using Performance Indicators to Hold Schools Accountable: Implicit Assumptions and Inherent Tensions.