Market accountability in schools: policy reforms in England, Germany, France and Italy

A rising tide meets a perfect storm: new accountabilities in teaching and teacher education in Ireland

“…Significantly, an argument has also been strongly made that there are notable exceptions to the dominance of what Sahlberg has called the GERM, within which accountability takes on a high-stakes form. Mattei (2012), in a recent empirical study of market accountability in four European countries, has marshalled significant evidence to support her claim that Whether systemic reforms bring coherence and/or result in the displacement of desirable educational goals due to the exigencies of accountability is one of the central dilemmas in education reform. In this regard, one of the key points in a recent review by Mourshed, Chijioke, and Barber (2010), i.e.…”

“…First, we frame our approach to accountability in terms of a discursive approach to policy analysis drawing upon the work of Ball (1994) centred around the contexts of policy influence, production and practice/ effects, and then discuss the concept of accountability in terms of the underlying assumptions and how accountability can be defined and implemented to serve differing discourses of educational reform. In particular, we contrast the high-stake strict accountability associated with the dominant global education reform movement (GERM) with the low to moderate stakes accountability consistent with (Sahlberg 2007(Sahlberg , 2011 and some other countries such as Italy, Germany and France (see Mattei 2012). Second, we then document the rising tide of accountability in teacher education due to the influence of the European higher education space, legislation and the policies and regulations emanating from the TC.…”

Avaliação externa de escolas: do discurso às práticas – uma análise focada em Portugal e em Inglaterra

“…Como tem sido concluído por vários estudos, estas Meta: Avaliação | Rio de Janeiro, v. 9, n. 25, p. 1-31, jan./abr. 2017 alterações levantaram questões relacionadas com a necessidade de avaliar e verificar o trabalho desenvolvido pelas escolas (CHENG, 2003;HOFMAN;DIJKSTRA;HOFMAN, 2009;SÁ, 2009;BRAUCKMANN;PASHIARDIS, 2010;SCHILDKAMP;VISSCHER, 2010;HONIG;RAINEY, 2012;MATTEI, 2012;YEUNG, 2011;SOUSA;TERRASÊCA, 2015). A avaliação está, assim, relacionada com a prestação de contas, numa lógica de aferição e verificação do funcionamento e práticas escolares (AFONSO, 2009;WEST; MATTEI; ROBERTS, 2011; GAERTNER; WURSTER; PANT, 2014).…”

Distance in schools: the influence of psychological and structural distance from management on teachers’ trust in management, organisational commitment, and organisational citizenship behaviour

“…Schools became the major decision-making unit (Karsten & Meijer, 1999). Accompanied by more accountability for their functioning, efficiency, and competiveness, school-based management has led to a greater market orientation of schools (Mattei, 2012;Wasmer & Bruner, 2000). This has given rise to a discussion about possible value discrepancies between management and professionals in school organisations because traditional teacher values, such as academic freedom and autonomy, might conflict with private sector values, such as a focus on output measurements, marketing, business generation, and more rigid control mechanisms (e.g., Smeenk, Eisinga, Teelken, & Doorewaard, 2006).…”