Educative Accountability Policy Research: Methodology and Epistemology
Year: 1996
Type: article
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.
Author: R.J.S. Macpherson
Language: English
Subfield: Information Systems and Management
Field: Decision Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2149205032