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At the Crossroad of Performativity and the Market: Schools' Logics of Action under a Hybrid Accountability Regime

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Title: At the Crossroad of Performativity and the Market: Schools' Logics of Action under a Hybrid Accountability Regime
Language: English
Authors: Marcel Pagès (ORCID 0000-0003-3438-9379), Gerard Ferrer-Esteban (ORCID 0000-0001-7394-3139), Antoni Verger (ORCID 0000-0003-3255-7703), Miriam Prieto (ORCID 0000-0001-5396-2404)
Source: Compare: A Journal of Comparative and International Education. 2024 54(7):1116-1136.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Governance, Institutional Autonomy, Performance Based Assessment, Accountability, Competition, Geographic Regions, Educational Change, Administrative Organization, School Administration, Commercialization, Case Studies, Foreign Countries, Elementary School Teachers, Teacher Attitudes, Administrator Attitudes
Geographic Terms: Spain (Madrid), Spain
DOI: 10.1080/03057925.2023.2175316
ISSN: 0305-7925
1469-3623
Abstract: School systems are shifting towards forms of post-bureaucratic governance (PBG), implying higher levels of school autonomy, choice, and performance-based management. Under this governance approach, which combines forms of administrative and market accountability, schools face greater levels of competition and external pressure to perform. Schools experience such pressures unevenly and address them through different responses. The paper develops a mixed-methods case study conducted in Madrid, a Spanish region where PBG reform has intensified in the last decades, and proposes a novel index to position schools within their reference local education markets. The results show that schools articulate a broad range of logics of action, largely interrelated with their position in the education marketplace. We also show that schools' responses to external pressures are dynamic and marked by tensions of a different nature, which schools need to navigate, often without sufficient support from public authorities.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1442039
Database: ERIC
FullText Text:
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  Data: At the Crossroad of Performativity and the Market: Schools' Logics of Action under a Hybrid Accountability Regime
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  Data: <searchLink fieldCode="AR" term="%22Marcel+Pagès%22">Marcel Pagès</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3438-9379">0000-0003-3438-9379</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gerard+Ferrer-Esteban%22">Gerard Ferrer-Esteban</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7394-3139">0000-0001-7394-3139</externalLink>)<br /><searchLink fieldCode="AR" term="%22Antoni+Verger%22">Antoni Verger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3255-7703">0000-0003-3255-7703</externalLink>)<br /><searchLink fieldCode="AR" term="%22Miriam+Prieto%22">Miriam Prieto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5396-2404">0000-0001-5396-2404</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Compare%3A+A+Journal+of+Comparative+and+International+Education%22"><i>Compare: A Journal of Comparative and International Education</i></searchLink>. 2024 54(7):1116-1136.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 21
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Governance%22">Governance</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Autonomy%22">Institutional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Competition%22">Competition</searchLink><br /><searchLink fieldCode="DE" term="%22Geographic+Regions%22">Geographic Regions</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Administrative+Organization%22">Administrative Organization</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Commercialization%22">Commercialization</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Spain+%28Madrid%29%22">Spain (Madrid)</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1080/03057925.2023.2175316
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  Data: 0305-7925<br />1469-3623
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  Data: School systems are shifting towards forms of post-bureaucratic governance (PBG), implying higher levels of school autonomy, choice, and performance-based management. Under this governance approach, which combines forms of administrative and market accountability, schools face greater levels of competition and external pressure to perform. Schools experience such pressures unevenly and address them through different responses. The paper develops a mixed-methods case study conducted in Madrid, a Spanish region where PBG reform has intensified in the last decades, and proposes a novel index to position schools within their reference local education markets. The results show that schools articulate a broad range of logics of action, largely interrelated with their position in the education marketplace. We also show that schools' responses to external pressures are dynamic and marked by tensions of a different nature, which schools need to navigate, often without sufficient support from public authorities.
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  Data: 2024
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  Label: Accession Number
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  Data: EJ1442039
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        Value: 10.1080/03057925.2023.2175316
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      – Text: English
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    Subjects:
      – SubjectFull: Governance
        Type: general
      – SubjectFull: Institutional Autonomy
        Type: general
      – SubjectFull: Performance Based Assessment
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      – SubjectFull: Accountability
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      – SubjectFull: Competition
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      – SubjectFull: Educational Change
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      – SubjectFull: School Administration
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      – SubjectFull: Commercialization
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Spain (Madrid)
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      – SubjectFull: Spain
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      – TitleFull: At the Crossroad of Performativity and the Market: Schools' Logics of Action under a Hybrid Accountability Regime
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