Educative Accountability Policy Research: Methodology and Epistemology
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journal contribution
posted on 2024-10-28, 04:07authored byRJS 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