From accountability to shared responsibility: A case study of a multi-layered educational change initiative
Author:
Funder
Social Sciences and Humanities Research Council of Canada
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s10833-021-09440-4.pdf
Reference107 articles.
1. Agar, M. (1996). The professional stranger: an informal introduction to ethnography (2nd ed.). Academic Press.
2. Anderson, S., Leithwood, K., & Strauss, T. (2010). Leading data use in schools: organizational conditions and practices at the school and district levels. Leadership and Policy in Schools, 9(3), 292–327. https://doi.org/10.1080/15700761003731492
3. Biesta, G. (2004). Education, accountability, and the ethical demand: can the democratic potential of accountability be regained? Educational Theory, 54(3), 233–250. https://doi.org/10.1111/j.0013-2004.2004.00017.x
4. Biesta, G. (2017). Lead learner or head teacher? Exploring connections between curriculum, leadership and evaluation in an ‘Age of Measurement.’ In M. Uljens & R. M. Ylimaki (Eds.), Bridging educational leadership, curriculum theory and didaktik (pp. 181–198). Springer International Publishing. https://doi.org/10.1007/978-3-319-58650-2
5. Birenbaum, M. (2014). Conceptualizing assessment culture in school. In C. Wyatt-Smith, V. Klenowski, & V. Colbert (Eds.), Designing assessment for quality learning (pp. 285–302). Springer, Netherlands. https://doi.org/10.1007/978-94-007-5902-2_18
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