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.

Item Type:	Refereed Article
Research Division:	Education
Research Group:	Specialist Studies in Education
Research Field:	Educational Administration, Management and Leadership
Objective Division:	Education and Training
Objective Group:	Other Education and Training
Objective Field:	Education and Training not elsewhere classified
UTAS Author:	Macpherson, RJS (Associate Professor Reynold Macpherson)
ID Code:	7151
Year Published:	1996
Web of Science® Times Cited:	3
Deposited By:	Secondary and Post-Compulsory Education
Deposited On:	1996-08-01
Last Modified:	2011-08-16
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