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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.
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]
Copyright of Journal of Educational Change is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Change%22">Journal of Educational Change</searchLink>. Jun2023, Vol. 24 Issue 2, p213-241. 29p. 1 Chart.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+accountability%22">Educational accountability</searchLink><br />*<searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+objectives%22">Educational objectives</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink>
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  Data: 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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  Data: <i>Copyright of Journal of Educational Change is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2023
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