Schools which are named, shamed and blamed by the media: school accountability in Norway

Elstad, Eyvind

doi:10.1007/s11092-009-9076-0

Cited by 91 publications

(84 citation statements)

References 15 publications

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“…According to this doctrine, market mechanisms should be introduced to enhance efficiency and, in the context of school governance, to support competition between schools, free school choice, improved educational quality, and school effectiveness (Merki 2011;NAE 2012). Developing evaluation systems is essential to school governance characterised by results-based management and increased local autonomy (Andersen, Dahler-Larsen and Strömbaek Pedersen 2009;Elstad 2009;Merki 2011;Mintrop and Trujillo 2007;OECD 2013). Without measuring performance and assessing students and teachers regularly, today's school governance models will not work and the centre will lose control.…”

Section: Evaluation and School Governancementioning

confidence: 99%

Evaluation in Local School Governance: A Framework for Analysis

Hanberger

2016

Education Inquiry

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This article develops a conceptual framework for exploring the role and consequences of evaluation at the local level of school governance. It also provides a frame of reference for the articles in this special issue on the role of evaluation in local school governance in Sweden. It consists of key concepts, three models of decentralised governance (state model, local government model and multi-actor model of governance) and four types of evaluation (indicator-based monitoring and evaluation systems; stand-alone evaluations; synthesis studies; and informal, occasional or everyday evaluations). Local school governance refers to governance that occurs in a municipality and in a quasi-market where local school actors govern and influence schooling and education. It includes the efforts of actors and institutions to govern and influence matters such as school policy, education, school climate and school safety. Evaluation is used as a generic term that refers to, for example, evaluation, inspection, quality assurance, ranking and to both stand-alone evaluations and evaluation systems. The article briefly demonstrates how the framework can be applied in an analysis of the role of evaluation at the local level of school governance by providing an example, and discusses the framework's advantages and limitations.

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Section: Evaluation and School Governancementioning

confidence: 99%

Evaluation in Local School Governance: A Framework for Analysis

Hanberger

2016

Education Inquiry

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“…The position emphasizing the possible negative effects of the publication of school rankings is shared by politicians in different countries, and calls for the prohibition of public disclosure of school rankings that is seen in Norway and some other European countries (see Elstad, 2009). …”

Section: Literature Reviewmentioning

confidence: 99%

Ranking Schools: A Step Toward Increased Accountability or a Mere Discriminatory Practice?

2012

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“…Interviews with Norwegian school principals (Elstad, 2009) created the impression that principals who pass on to the teachers the school governors' expectations of results improvements for which they themselves have been given responsibility. They use accountability tools (through average class results in tests, exams, etc.)…”

Section: A Local Accountability System For Schools In Oslomentioning

confidence: 99%

Antecedents of teachers fostering effort within two different management regimes: an assessment-based accountability regime and regime without external pressure on results

Christophersen

Elstad

Turmo

2012

IJEPL

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This article focuses on the comparison of organizational antecedents of teachers' fostering of students' effort in two quite different accountability regimes: one management regime with an external-accountability system and one with no external accountability devices. The methodology involves cross-sectional surveys from two different management systems: (1) teachers working under assessment-based accountability (N = 236) and (2) folk-high school teachers who work without tests and examinations and, thereby, without external accountability devices (N = 366). The purpose of the study is to estimate the path coefficients in structural equation modeling in the two regimes and compare the significance of relationships between concepts in the structural models. Through this comparison, inferences are drawn suggesting how accountability repercussions and other leadership organizational antecedents may influence teachers' fostering of students' efforts and how qualitative aspects among school professionals may influence the fostering of effort. Implications for practice and directions for future research are discussed.

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Schools which are named, shamed and blamed by the media: school accountability in Norway

Cited by 91 publications

References 15 publications

Evaluation in Local School Governance: A Framework for Analysis

Evaluation in Local School Governance: A Framework for Analysis

Ranking Schools: A Step Toward Increased Accountability or a Mere Discriminatory Practice?

Antecedents of teachers fostering effort within two different management regimes: an assessment-based accountability regime and regime without external pressure on results

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