Based on a research project comprising data from an interview study and a survey with teachers and school principals in four German federal states (Bundesländer), this paper questions the claim that the side effects of accountability in education are bound to high-stakes contexts, and also provides evidence of side effects occurring in no-and low-stakes contexts. The findings suggest that side effects cannot be fully explained by certain implementation features of accountability regimes (e.g. high stakes), but should rather be understood as a result of implementation features as well as Repensando los efectos secundarios de la rendición de cuentas en la educación. Resultados de un estudio múlti-métodos en cuatro sistemas de la escuela alemana Resumen: Basado en un proyecto de investigación que comprende datos de entrevistas y encuestas con profesores y directores de escuelas en cuatro Estados federados (Bundesländer), este trabajo cuestiona la afirmación de que los efectos secundarios de rendición de cuentas en educación están limitados a contextos de gran repercusión (high-stakes) y también proporciona evidencias de efectos secundarios que ocurren en contextos de baja o sin repercussion (low-stakes). Los resultados sugieren que los efectos secundarios no pueden explicarse completamente por ciertas características de la aplicación de los regímenes de rendición de cuentas por ejemplo de gran repercusión, pero debe entenderse más bien como ambos: como resultado de características de implementación y como efectos sistemáticos de rendición de cuentas en la educación. Palabras-clave: Análisis de la política; rendición de cuentas; pruebas de gran repercusión; estudio comparativo Repensando efeitos colaterais de responsabilização/accountability na educação. Resultados de um estudo multi-métodos em quatro sistemas escolares alemães Resumo: Baseado em um projeto de pesquisa que abrange dados de entrevistas e questionários com professores e diretores de escolas em quatro unidades da federação alemã (Bundesländer), este texto questiona a alegação de que os efeitos colaterais de responsabilização/accountability na educação estão vinculados aos contextos onde há sançoes (high-stakes) e também traz evidências dos efeitos que ocorrem em contextos com menores ou sem consequencias (low-stakes). Os resultados sugerem que efeitos colaterais não podem ser totalmente explicados por certas características de implementação de regimes de responsabilidade, por exemplo, high-stakes, mas antes devem ser entendidos como ambos: como resultado de características de implementação e como efeitos sistemáticos de responsabilização na educação.
Dewey's Democracy and Education is re-read as an attempt to develop a universal theory of education that, on the one hand, gives the broadest, most general view on education and, on the other hand, contextualizes every observation by binding it to the assumed perspective. Dewey's broad concept of education encompasses two dimensions that in the German discourse are usually connected to the distinction of Erziehung and Bildung. In its first dimension, it avoids a widespread "scholastic" view of education by focusing not only on formal but also on informal education. In its second dimension, it also avoids a widespread individualistic view on education by referring not only to growth of the individual, but also to growth of the social setting (democracy) on the whole. This outlook allows for investigating and reflecting any subject matter with respect to its educational aspects-including the process of theorizing itself. This reflective turn of theorizing education has consequences for the understanding of education as an academic field. A universal theory of education is at odds both with a disciplinary approach and the idea of education as an applied field for foundational disciplines. At the same time, it has the potential to reconnect to both configurations of the academic field if these configurations are understood slightly different than today.
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