From accountability to shared responsibility: A case study of a multi-layered educational change initiative.
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| Title: | From accountability to shared responsibility: A case study of a multi-layered educational change initiative. |
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| Authors: | MacNeil, Kimberley A.1 kimberley.macneil@alumni.ubc.ca, Butler, Deborah L.1, Schnellert, Leyton M.1 |
| Source: | Journal of Educational Change. Jun2023, Vol. 24 Issue 2, p213-241. 29p. 1 Chart. |
| Subject Terms: | *Educational accountability, *School districts, *Educational objectives, *Effective teaching, *Inquiry-based learning |
| Abstract: | This research examined how stakeholders (n = 40) from one school district experienced "accountability" within a context where responsibility for student learning was being distributed across the system. Using a case study design, we examined: what conditions supported stakeholders in multiple roles to exercise responsibility for student learning? Analyses of documents and interviews revealed conditions that enabled teachers, instructional leaders, and administrators to share responsibility in relation to their roles, and empowered teachers to engage in inquiry for continuous improvement and build from their sense of professionalism and responsibility. Implications are discussed for empowering teachers, and other stakeholders, to exercise responsibility in the context of an accountability system. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This research examined how stakeholders (n = 40) from one school district experienced "accountability" within a context where responsibility for student learning was being distributed across the system. Using a case study design, we examined: what conditions supported stakeholders in multiple roles to exercise responsibility for student learning? Analyses of documents and interviews revealed conditions that enabled teachers, instructional leaders, and administrators to share responsibility in relation to their roles, and empowered teachers to engage in inquiry for continuous improvement and build from their sense of professionalism and responsibility. Implications are discussed for empowering teachers, and other stakeholders, to exercise responsibility in the context of an accountability system. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13892843 |
| DOI: | 10.1007/s10833-021-09440-4 |
