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Educative Accountability Policy Research: Methodology and Epistemology

Version 2 2024-10-28, 04:07
Version 1 2023-05-16, 10:06
journal contribution
posted on 2024-10-28, 04:07 authored by RJS Macpherson
This article shows that accountability policy research has tended to use systems theory, an objectivist view of social reality, and logical empiricism to identify performance indicators of learning. It makes the case that policy knowledge production should permit a more holistic and causally interdependent view of teaching, learning, and leadership services. It argues that the accepting of responsibility in education obliges leaders to provide reasonable and coherent forms of accountability in a context of formative evaluation, educative reporting relationships, and politically sensitive planning. It then offers a methodology whereby accountability policies can be developed in a demonstrably educative manner. This methodology reflects a consequentialist moral theory, argues for the reconciliation of stakeholder perspectives through their active engagement, and applies a nonfoundationalist account of knowledge production.

History

Publication title

Educational Administration Quarterly

Volume

32

Issue

1

Pagination

80-106

ISSN

0013-161X

Department/School

Education

Publisher

Corwin Press Inc A Sage Publications Co

Publication status

  • Published

Place of publication

United Stated of America

Socio-economic Objectives

169999 Other education and training not elsewhere classified

UN Sustainable Development Goals

4 Quality Education

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