CiteULike: jmueller17's library [33 articles]

Analysing and Assessing Public Accountability. A Conceptual Framework.

Mark Bovens — 2008-04-30T14:46:38-00:00

(2006)

Controlar, seleccionar y reprimir : la depuración del profesorado de Instituto en España durante el franquismo

Grana — 2008-04-29T14:06:24-00:00

(2005)

La Inspección de enseñanza primaria durante el franquismo (1936-1975)

Muñoz — 2008-04-29T14:04:39-00:00

Anales de Pedagogía, Vol. 11 (1993), pp. 209-228.

Nacional-catolicismo y escuela. La socialización política del franquismo (1936-1951)

Cámara — 2008-04-29T14:02:54-00:00

(1984)

La Enseñanza primaria durante el franquismo : 1936-1975

Navarro — 2008-04-29T14:01:44-00:00

(1990)

La reforma del currículo

Beltrán — 2008-04-29T10:29:58-00:00

Revista de Educación (1992), pp. 193-207.

Política y reformas curriculares

Beltrán — 2008-04-29T10:27:33-00:00

(1991)

State and Church in Spanish Education

Oliver Boyd-Barrett — 2008-04-29T10:25:22-00:00

Compare: A journal of comparative education, Vol. 21, No. 2. (1991), pp. 179-197.

Tradition and Innovation in the Practical Culture of Schools in Franco's Spain

Benso Calvo — 2006-05-18T18:10:20-00:00

Paedagogica Historica, Vol. 42, No. 3. (June 2006), pp. 405-430.

Public accountability in the age of neo-liberal governance

Stewart Ranson — 2008-04-22T14:17:25-00:00

Journal of Education Policy, Vol. 18, No. 5. (2003), pp. 459-480.

The practices of accountability and the dispositions they have engendered have changed over time since the mid-1970s. It will be argued that following the demise of the age of professional accountability a regime of neo-liberal corporate accountability has dominated the governance of education. The distinctive dimensions of this regime – of consumer choice, of contract efficiency, quality, and capital ownership – have been introduced at different times since 1979. While it is possible to periodize their inception it is necessary to see them as, over time, extending and intensifying into a coherent regime of regulation. Thus understanding of the present modes can only be understood by clarifying the historical and political conditions which have shaped them. Nevertheless, possibilities of change may lie in the contradictions of accountability within the regime of governance.

The anatomy of accountability

Taylor Webb — 2005-04-14T09:52:10-00:00

Journal of Education Policy, Vol. 20, No. 2. (March 2005), pp. 189-208.

Managerial and political accountability: the widening gap in the organization of welfare

Paola Mattei — 2008-04-22T09:48:51-00:00

International Review of Administrative Sciences, Vol. 73, No. 3. (1 September 2007), pp. 365-387.

This article revisits the assumption that the welfare delivery state does not fit into the vertical or hierarchical model of political accountability in light of its recent organizational arrangements. Although a distinction in any analytical framework between managerial and political accountability bears some fruit, the replacement of the latter with the former is contestable and misleading. In contrast to the claims that managerial accountability is a technical and neutral exercise in the application of politics-free criteria, and, as such, it more readily fits the complexity of the 21st-century welfare state, this article suggests that the new organizational arrangements of state schools and hospitals indicate that traditional forms of accountability to elected officials have not withered. The process of developing new welfare state organizational arrangements cannot be divorced from fundamental institutional questions about each democracy. By empirically investigating the effects of the introduction of managerialism on democratic accountability in Britain and Germany, the article aims to further our understanding of the link between the managerial and political dimensions of accountability in the welfare delivery state. 10.1177/0020852307081147

Changing the context of teachers' work and professional development: A European perspective

Marilyn Osborn — 2007-12-04T12:50:46-00:00

International Journal of Educational Research, Vol. 45, No. 4-5. (2006), pp. 242-253.

Recent changes in the regulation of education systems in Europe and beyond have led to greater control over the work of teachers and the performance of schools. The paper draws upon the findings of a programme of funded comparative research, which has examined the impact of national education policy and policy change on teachers' work and professional development in several European countries, England, France and Denmark. Within the English context, particularly, both primary and secondary teachers expressed common concerns centered on what was perceived as the demand for a `delivery of performance'. Many teachers considered that the more affective concerns of teaching - the sense of vocation and investment of self- were being undermined by the pressure for performance, to become "expert technicians" in transmitting externally pre-defined knowledge and skills to their pupils. Such changes have had a profound effect on the way in which teachers' work and role are defined by government policy directives more widely within the European context. The paper considers the implications of these changed accountability structures for teachers' professional identity and development.

Cooperative forms of governance: Problems of democratic accountability in complex environments

Yannis Papadopoulos — 2007-10-25T12:42:01-00:00

European Journal of Political Research, Vol. 42, No. 4. (2003), pp. 473-501.

Abstract. Various schools of research in public policy (the literature on 'governance' and its continental counterparts) are converging to focus on the growth of policy styles based on cooperation and partnership in networks, instead of on vertical control by the state. This article focuses on issues of democratic accountability and responsiveness with these governance arrangements. It argues that until recently the legitimacy of governance networks was not at the forefront of theoretical developments, even though the 'democratic deficit' of governance is problematic both for normative and for pragmatic reasons. There is now increased sensitivity to this problem, but the remedies presented in the literature are unsatisfactory, and critiques of governance presuppose a somewhat idealised image of representative democracy in terms of accountability or responsiveness of decision-makers. They also fail to offer adequate solutions to some of the central legitimacy problems of policy-making in complex societies.

Holding Schools Accountable: Performance-Based Reform in Education

Helen Ladd — 2006-04-11T03:34:52-00:00

(11 July 2005)

This book is the outgrowth of a two-day conference at the Brookings Institution in April 1995, organized by Helen F. Ladd. The conference brought together researchers from various disciplines--most notable economics, educational policy and management, and political science--to present new empirical evidence on performance-based strategies for reforming education.

No Child Left Behind?: The Politics and Practice of School Accountability

Paul Peterson — 2006-08-22T20:58:15-00:00

(01 October 2003)

The 2002 No Child Left Behind Act is the most important legislation in American education since the 1960s. The law requires states to put into place a set of standards together with a comprehensive testing plan designed to ensure these standards are met. Students at schools that fail to meet those standards may leave for other schools, and schools not progressing adequately become subject to reorganization. The significance of the law lies less with federal dollar contributions than with the direction it gives to federal, state, and local school spending. It helps codify the movement toward common standards and school accountability. Yet NCLB will not transform American schools overnight. The first scholarly assessment of the new legislation, No Child Left Behind? breaks new ground in the ongoing debate over accountability. Contributors examine the law's origins, the political and social forces that gave it shape, the potential issues that will surface with its implementation, and finally, the law's likely consequences for American education.

Video Ergo Sum: Manipulating Bodily Self-Consciousness

Bigna Lenggenhager — 2007-08-24T13:25:04-00:00

Science, Vol. 317, No. 5841. (24 August 2007), pp. 1096-1099.

Humans normally experience the conscious self as localized within their bodily borders. This spatial unity may break down in certain neurological conditions such as out-of-body experiences, leading to a striking disturbance of bodily self-consciousness. On the basis of these clinical data, we designed an experiment that uses conflicting visual-somatosensory input in virtual reality to disrupt the spatial unity between the self and the body. We found that during multisensory conflict, participants felt as if a virtual body seen in front of them was their own body and mislocalized themselves toward the virtual body, to a position outside their bodily borders. Our results indicate that spatial unity and bodily self-consciousness can be studied experimentally and are based on multisensory and cognitive processing of bodily information. 10.1126/science.1143439

Out-of-body experience and autoscopy of neurological origin

Olaf Blanke — 2006-05-28T04:49:39-00:00

Brain, Vol. 127, No. 2. (1 February 2004), pp. 243-258.

During an out-of-body experience (OBE), the experient seems to be awake and to see his body and the world from a location outside the physical body. A closely related experience is autoscopy (AS), which is characterized by the experience of seeing one's body in extrapersonal space. Yet, despite great public interest and many case studies, systematic neurological studies of OBE and AS are extremely rare and, to date, no testable neuroscientific theory exists. The present study describes phenomenological, neuropsychological and neuroimaging correlates of OBE and AS in six neurological patients. We provide neurological evidence that both experiences share important central mechanisms. We show that OBE and AS are frequently associated with pathological sensations of position, movement and perceived completeness of one's own body. These include vestibular sensations (such as floating, flying, elevation and rotation), visual body-part illusions (such as the illusory shortening, transformation or movement of an extremity) and the experience of seeing one's body only partially during an OBE or AS. We also find that the patient's body position prior to the experience influences OBE and AS. Finally, in five patients, brain damage or brain dysfunction is localized to the temporo-parietal junction (TPJ). These results suggest that the complex experiences of OBE and AS represent paroxysmal disorders of body perception and cognition (or body schema). The processes of body perception and cognition, and the unconscious creation of central representation(s) of one's own body based on proprioceptive, tactile, visual and vestibular information--as well as their integration with sensory information of extrapersonal space--is a prerequisite for rapid and effective action with our surroundings. Based on our findings, we speculate that ambiguous input from these different sensory systems is an important mechanism of OBE and AS, and thus the intriguing experience of seeing one's body in a position that does not coincide with its felt position. We suggest that OBE and AS are related to a failure to integrate proprioceptive, tactile and visual information with respect to one's own body (disintegration in personal space) and by a vestibular dysfunction leading to an additional disintegration between personal (vestibular) space and extrapersonal (visual) space. We argue that both disintegrations (personal; personal-extrapersonal) are necessary for the occurrence of OBE and AS, and that they are due to a paroxysmal cerebral dysfunction of the TPJ in a state of partially and briefly impaired consciousness. 10.1093/brain/awh040

Is there a way out? A critical analysis of participation, leadership and management in Spanish schools

Josémanuel Llamas — 2008-03-12T20:38:49-00:00

International Journal of Leadership in Education, Vol. 5, No. 4. (2002), pp. 303-322.

In this article, we reflect on the process of improvement of education in Spanish schools, using a theoretical exploration of two key concepts to understand school management: participation and leadership. Accordingly, and taking the principalship as a point of reference, we undertake a critical analysis which underscores the difficulties found in the school management process. Along the way, we consider the necessity of advancing the development of democratic participation and educational leadership in our schools. In broad outline, we want to underscore that, in theory, the process of management has been set out as a process for the integration of collectives in the school's activities, but, in practice, has turned out to be a technology at the service of organizational control. This has resulted in few advances in democratic participation and little development of educational leadership in our schools.

Between Transaction and Transformation: The Role of School Principals as Education Leaders in Spain

Bolivar — 2006-05-21T03:31:04-00:00

Journal of Educational Change, Vol. 7, No. 1-2. (March 2006), pp. 19-31.

Towards an uncertain politics of professionalism: teacher and nurse identities in flux

Ian Stronach — 2008-03-12T19:57:02-00:00

Journal of Education Policy, Vol. 17, No. 1. (2002), pp. 109-138.

This paper is about the nature of contemporary professional identity. It looks at the ways in which 'discursive dynamics' come to re-write the professional teacher and nurse as split, plural and conflictual selves, as they seek to come to terms with a political impetus written through what the authors term an 'economy of performance' in uncertain conflict with various 'ecologies of practice'. The teacher and nurse are thus located in a complicated nexus between policy, ideology and practice. Epistemologically, the paper offers a deconstruction of professional identities, and criticizes the reductive typologies and characterizations of current professionalism. Politically, it reaches towards a more nuanced account of professional identities, stressing the local, situated and indeterminable nature of professional practice, and the inescapable dimensions of trust, diversity and creativity.

Re-thinking trust in a performative culture: the case of education

James Avis — 2008-03-12T19:56:14-00:00

Journal of Education Policy, Vol. 18, No. 3. (2003), pp. 315-332.

This paper examines the way in which the notion of trust is being reformulated within teacher professionalism in England. It does this by setting the discussion within the economic context in which education is placed and examines the competitiveness settlement and its construction of a high skills economy marked by high trust relations. It is argued that this model of the English economy does not sit well with existing relations. The paper then draws upon material from the Learning and Skills Council, which sets the framework within which postcompulsory education and training is placed. It relates this discussion to the recent history of managerialism as well as performance management exploring the implications for trust relations. The paper then examines the nature of teacher professionalism and argues that current interventions work within a truncated model of trust, which is contrasted with a dialogic understanding of professionalism.

The choreography of accountability

Taylor Webb — 2008-03-12T19:51:54-00:00

Journal of Education Policy, Vol. 21, No. 2. (2006), pp. 201-214.

The prevailing performance discourse in education claims school improvements can be achieved through transparent accountability procedures. The article identifies how teachers generate performances of their work in order to satisfy accountability demands. By identifying sources of teachers’ knowledge that produce choreographed performances, I explain how teachers manage perceptions in order to garner favorable evaluations. As forms of impression management, teachers’ fabrications were political because they attempt to (re)control, or (re)claim, the discourse of what a ‘good’ teacher does/is. However, because teachers’ fabrications occur as individual and uncoordinated responses to surveillance, the analysis maps how the political organization of schools maintains teachers in subjugated roles even though teachers believe their fabrications held greater micropolitical capital than what actually occurs.

Access to the internet in the context of community participation and community satisfaction

Mohan Dutta-Bergman — 2008-02-29T16:31:51-00:00

New Media Society, Vol. 7, No. 1. (1 February 2005), pp. 89-109.

The introduction of the internet in American life has led to debate among media scholars, sociologists and political scientists about the role of the internet in society. Two areas of research that have received substantial attention in the domain of internet effects are the digital divide and social capital. Digital divide researchers have pointed out the critical gaps in society among different groups in the context of their access to new media and technology. Social capital researchers have focused on the influence of the internet on community life. The article contributes to the literature by (a) consolidating the two concepts of access and community participation to articulate the community correlates of the digital divide, and (b) applying a complementary resource-based perspective to capture the relationship between the internet and community outcomes. It investigates the role of community access to the internet in the context of the participation of individuals in their communities and their satisfaction with community life. 10.1177/1461444805049146

Handbook of Public Information Systems, Second Edition (Public Administration and Public Policy)

Garson — 2008-02-29T12:24:05-00:00

(29 March 2005)

Delivering IT projects on time and within budget while maintaining privacy, security, and accountability is one of the major public challenges of our time. The Handbook of Public Information Systems, Second Edition addresses all aspects of public IT projects while emphasizing a common theme: technology is too important to leave to the technocrats. Doing so imperils democratic values and is poor public management, jeopardizing strategic planning, policy development, and the mobilization of human capital. The handbook points the way to successful execution of IT projects by offering 39 contributed articles by experts in the field. Content includes introductory material that addresses 21st century public information systems, modern IT needs, and the development of e-government. It follows with an examination of the growth and use of information technology within and among government agencies and organizations. The book addresses current policy issues, offers case studies, and demonstrates successful public sector applications. Each section leads to a holistic approach that emphasizes communication, understanding, and participation from top management, technology teams, and end users.

Technology and Literacy: Introduction to the Special Issue

Mark Warschauer — 2008-02-29T10:40:22-00:00

Pedagogies: An International Journal, Vol. 3, No. 1. (2008), pp. 1-3.

The paradoxical future of digital learning

Mark Warschauer — 2008-02-28T21:52:53-00:00

Learning Inquiry, Vol. 1, No. 1. (27 April 2007), pp. 41-49.

Abstract What constitutes learning in the 21st century will be contested terrain as our society strives toward post-industrial forms of knowledge acquisition and production without having yet overcome the educational contradictions and failings of the industrial age. Educational reformers suggest that the advent of new technologies will radically transform what people learn, how they learn, and where they learn, yet studies of diverse learners’ use of new media cast doubt on the speed and extent of change. Drawing on recent empirical and theoretical work, this essay critically examines beliefs about the nature of digital learning and points to the role of social, culture, and economic factors in shaping and constraining educational transformation in the digital era.

Laptops and Literacy: A Multi-Site Case Study

Mark Warschauer — 2008-02-28T21:50:12-00:00

Pedagogies: An International Journal, Vol. 3, No. 1. (2008), pp. 52-67.

This multi-site case study examined literacy practices in 10 U.S. schools with one-to-one computing programs where all students had access to laptop computers throughout the school day. Important changes noted in the processes, sources, and products of literacy were along the lines often touted by educational reformers but seldom realized in schools. For example, reading instruction featured more scaffolding and epistemic engagement, whereas student writing became more iterative; more public, visible, and collaborative; more purposeful and authentic; and more diverse in genre. Students also gained important technology-related literacies such as those that involve analysing information or producing multimedia. However, laptop programs were not found to improve test scores or erase academic achievement gaps between students with low and high socioeconomic status. Both the benefits and limitations of laptop programs are discussed in this article.

Technology and Equity in Schooling: Deconstructing the Digital Divide

Mark Warschauer — 2008-02-28T21:41:16-00:00

Educational Policy, Vol. 18, No. 4. (1 September 2004), pp. 562-588.

This qualitative study compared the availability of, access to, and use of new technologies in a group of low- and high-socioeconomic status (SES) California high schools. Although student-computer ratios in the schools were similar, the social contexts of computer use differed, with low-SES schools affected by uneven human support networks, irregular home access to computers by students, and pressure to raise school test scores while addressing the needs of large numbers of English learners. These differences were expressed within three main patterns of technology access and use, labeled performativity, workability, and complexity, each of which shaped schools' efforts to deploy new technologies for academic preparation. 10.1177/0895904804266469

The challenges of redressing the digital divide: a tale of two US cities

Lynette Kvasny — 2005-12-23T03:18:57-00:00

Information Systems Journal, Vol. 16, No. 1. (January 2006), pp. 23-53.

Technology and Social Inclusion : Rethinking the Digital Divide

Mark Warschauer — 2005-07-18T20:32:31-00:00

(01 October 2004)

Much of the discussion about new technologies and social equality has focused on the oversimplified notion of a "digital divide." Technology and Social Inclusion moves beyond the limited view of haves and have-nots to analyze the different forms of access to information and communication technologies. Drawing on theory from political science, economics, sociology, psychology, communications, education, and linguistics, the book examines the ways in which differing access to technology contributes to social and economic stratification or inclusion. The book takes a global perspective, presenting case studies from developed and developing countries, including Brazil, China, Egypt, India, and the United States. A central premise is that, in today's society, the ability to access, adapt, and create knowledge using information and communication technologies is critical to social inclusion. This focus on social inclusion shifts the discussion of the "digital divide" from gaps to be overcome by providing equipment to social development challenges to be addressed through the effective integration of technology into communities, institutions, and societies. What is most important is not so much the physical availability of computers and the Internet but rather people's ability to make use of those technologies to engage in meaningful social practices.

Gradations in digital inclusion: children, young people and the digital divide

Sonia Livingstone — 2007-08-11T20:49:55-00:00

New Media Society, Vol. 9, No. 4. (1 August 2007), pp. 671-696.

Little academic and policy attention has addressed the `digital divide' among children and young people. This article analyses findings from a national survey of UK 919-year-olds that reveal inequalities by age, gender and socioeconomic status in relation to their quality of access to and use of the internet. Since both the extent of use and the reasons for low- and non-use of the internet vary by age, a different explanation for the digital divide is required for children compared with adults. Looking beyond the idea of a binary divide, we propose instead a continuum of digital inclusion. Gradations in frequency of internet use (from non and low users through to weekly and daily users) are found to map onto a progression in the take-up of online opportunities among young people (from basic through moderate to broad and then all-round users), thus beginning to explain why differences in internet use matter, contributing to inclusion and exclusion. Demographic, use and expertise variables are all shown to play a role in accounting for variations in the breadth and depth of internet use. 10.1177/1461444807080335

The Deepening Divide. Inequality in the Information Society.

Jan van Dijk — 2008-02-28T20:38:04-00:00

(2005)