Accountability.

Institution	Wisconsin Center for Education Research, Madison.
Titel	Accountability.
Quelle	4 (1999) 2, (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Accountability; American Indians; Competency Based Education; Educational Change; Elementary Secondary Education; Evaluation; Hispanic Americans; Limited English Speaking; Performance Factors; Public Schools; Student Improvement; Tribally Controlled Education + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; American Indian; Indianer; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsreform; Evaluierung; Hispanic; Hispanoamerikaner; Leistungsindikator; Public school; Öffentliche Schule
Abstract	Controversy surrounding the accountability movement is related to how the movement began in response to dissatisfaction with public schools. Opponents see it as one-sided, somewhat mean-spirited, and a threat to the professional status of teachers. Supporters argue that all other spheres of the workplace have accountability systems and that the problem with public schooling is its failure to be accountable to anyone for its products. Neither position, taken to the extreme, seems true nor very productive. As Andrew Porter notes in the opening interview, accountability systems cannot be one-sided. They must include multiple and reciprocal expectations among all the actors and stakeholders. What happens when an entire school or school system is deemed a failure at its task? Kent Peterson's contribution points out how school reconstitution must proceed carefully and thoughtfully if it is to work. Carole Anne Heart's piece tells the true story of how a group of American Indian parents became active advocates for improving their children's inadequate schooling. Anne Turnbaugh Lockwood's case study of an entire school district's transformation shows how intelligent, carefully planned reform can succeed when tailored to the needs of a district's student population. The issue contains a planning tool for school staff to guide leaders as they plan an accountability strategy. (Contains 13 references.) (DFR)
Anmerkungen	Center Document Service, Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison, 1025 W. Johnson St., Room 242, Madison, WI 53706. Tel: 888-862-7763 (Toll Free); Tel: 608-265-9698; Fax: 608-263-6448. For full text: http://www.wcer.wisc.edu/publications/pub_online.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01