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Educative Accountability Policy Research: Methodology and Epistemology
Citation
Macpherson, RJS, Educative Accountability Policy Research: Methodology and Epistemology, Educational Administration Quarterly, 32, (1) pp. 80-106. ISSN 0013-161X (1996) [Refereed Article]
DOI: doi:10.1177/0013161X96032001004
Abstract
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 Details
Item Type: | Refereed Article |
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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 |
Downloads: | 0 |
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