Milwaukee Voucher-School Leaders’ Views on Accountability: What Are They, and Why Do They Matter?

Ford, Michael T.

doi:10.1080/15700763.2016.1181189

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School Leadership Under Accountability Regimes1

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Cited by 2 publications

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“…Principals also prescribe different meanings and interpretations to the messages regarding policy reforms and may have different views of accountability, associating it with test scores, academic growth, attendance, transparency, funding, market-based accountability and parental or student development (Ford, 2016). The sense-making that principals Spillane possess regarding accountability reform also shapes their adopted practices (Gawlik, 2015;Diamond et al, 2002).…”

Section: School Leadership Under Accountability Regimesmentioning

confidence: 99%

Enacting accountability reforms in Brazil: the mediating role of school leadership

Mentini

2023

Prax. Educ.

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This article aims to analyse the role of school leaders in mediating education accountability policies in Brazil. The study is framed by a sense-making and contingent leadership framework and is guided by a ‘realist evaluation’ methodological approach. The qualitative research conducted in four schools in Belo Horizonte shows that school leaders play a substantial role in mediating how school accountability reforms are received. They enact different roles, behaviours and practices, shaped by the sense-making and perception of accountability reforms and dependent upon three main contingent factors: leaders’ positional power and gender, socio-economic school composition and schools’ administrative dependency.

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Section: School Leadership Under Accountability Regimesmentioning

confidence: 99%