Enacting accountabilities in education: exploring new policy contexts and theoretical elaborations

Verger, Antoni; Skedsmo, Guri

doi:10.1007/s11092-021-09371-x

Cited by 10 publications

(2 citation statements)

References 46 publications

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“…Commentators have drawn attention to the paradoxical dynamic at the heart of high-stakes testing and accountability systems: horizontal relationships between actors in the field of education become increasingly fragmented; even as vertical and linear relationships instituted by those who manage the system from afar strengthen (Verger & Parcerisa, 2018;Verger & Skedsmo, 2021). In many respects, COVID has put this combination of system characteristics to the test, exposing their underlying fragility.…”

Section: In Conclusion: the Role Of Research In Challenging High-stak...mentioning

confidence: 99%

Researching the prospects for change that COVID disruption has brought to high stakes testing and accountability systems

Moss¹

2022

EPAA

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This paper explores the disruption that COVID has brought to the normal functioning of performance-based accountability systems and asks whether this has created new possibilities for those organising against the use of high stakes testing in education. Drawing on a sequence of research projects exploring primary schools’ responses to the pandemic in England during 2020-21, this article considers the ways in which the pandemic creates new conditions for dismantling high stakes testing and accountability regimes, and the role of research in making the case for change.

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Section: In Conclusion: the Role Of Research In Challenging High-stak...mentioning

confidence: 99%

Researching the prospects for change that COVID disruption has brought to high stakes testing and accountability systems

Moss¹

2022

EPAA

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“…La investigación educacional ha observado con detención hace ya varias décadas la importancia que tiene más específicamente la fase de implementación de las reformas para el logro de sus objetivos (Elmore, 1983;Honig, 2006;Datnow y Park, 2012;OECD, 2020), abordando la compleja relación que se produce entre los gobiernos, las políticas y su impacto en el mundo de la acción educativa (O'Toole, 2000). El conocimiento acumulado sobre este tema en el último tiempo es profuso, sobre todo respecto a cómo los actores y las comunidades influyen en el proceso de implementación de las políticas o reformas (Verger y Skedsmo, 2021). La evidencia indica que los "implementadores" traducen las políticas elaborando su propia interpretación y contextualización (McLaughin, 1987;Braun et al, 2011), que esta traducción se realiza en el marco de una tensión entre las demandas externas que estas reformas implican y los objetivos que tienen las escuelas (Honig y Hatch, 2004;Ball y Maroy, 2009) y que por lo mismo la puesta en práctica (o "enactment") de la política en la escuela es siempre distinta al "mandato" que esta política establece Braun et al, 2011).…”

Section: Implementación De Reformas a Gran Escala Y Su Relación Con El Liderazgo Escolarunclassified

Sense-making y liderazgo escolar en el inicio de una reforma a gran escala: el caso de la nueva educación pública en Chile

Stuardo

2021

profesorado

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Este trabajo presenta los primeros resultados de una investigación que busca comprender cómo los líderes escolares “crean sentido” durante la fase inicial de una reforma a gran escala que ha comenzado a implementarse en Chile, conocida como “Nueva Educación Pública” (NEP). Se realizaron entrevistas semiestructuradas a doce directores de escuelas que participan en esta reforma. Los resultados arrojan que existe una amplia diversidad de significados asociados a la NEP, que pueden clasificarse en tres principales (“cambio de paradigma”, “cambio pedagógico” y “cambio burocrático”). La indagación permitió adicionalmente identificar algunos factores asociados al significado que los líderes asignan a la Nueva Educación Pública, así como describir las primeras consecuencias que tiene este proceso de “sense-making” en la implementación de esta reforma a nivel de las escuelas. Se discuten algunas implicancias para el diseño e implementación de reformas a gran escala.

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Designing policies that could work: understanding the interaction between policy design spaces and organizational responses in public sector

Capano,

Lepori

2024

Policy Sci

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The goal of this paper is to contribute toward bridging the gap between policy design and implementation by focusing on domains, such as education, healthcare and community services, where policy implementation is largely left to the autonomous decision of public service providers, which are strategic actors themselves. More specifically, we suggest that two characteristics of policy design spaces in which policies are designed, i.e., the level of ideational coherence and the prevailing function of the adopted policy instruments, generate systematic patterns of responses in terms of the extent of compliance with policy goals, the presence of strategic gaming and possible defiance. We illustrate our model through a contrastive case study of the introduction of performance-based funding in the higher education sector in four European countries (France, Italy, Norway, and the United Kingdom). Our analysis displays that policy designs chosen by governments to steer public systems have different trade-offs in terms of responses of the public organizations involved that are essential to effectively implement governmental policies. The model we are proposing provides therefore a framework to understand how these interactions unfold in specific contexts, what are their effects on the achievement of policy goals and how policymakers could exploit their degrees of freedom in policy design to reduce unwanted effects.

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Enacting accountabilities in education: exploring new policy contexts and theoretical elaborations

Cited by 10 publications

References 46 publications

Researching the prospects for change that COVID disruption has brought to high stakes testing and accountability systems

Researching the prospects for change that COVID disruption has brought to high stakes testing and accountability systems

Sense-making y liderazgo escolar en el inicio de una reforma a gran escala: el caso de la nueva educación pública en Chile

Designing policies that could work: understanding the interaction between policy design spaces and organizational responses in public sector

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