Leaders as Policy Mediators

The Reconceptualization of Accountability

Dados Bibliográficos

ID4255245
AutoresAndrea K Rorrer (0000-0003-4548-1357, Institute of Educational Policy), Linda Skrla (Mitchell Institute)
Ano2005
Volume44
Fascículo1
Páginas53-62
Data de publicação2005-02-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoTheory Into Practice (JOURNAL)
Identificadores do periódicoISSN: 0040-5841 • E-ISSN: 1527-2532
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1207/s15430421tip4401_8
OpenAlexW1997014461
IdiomaEN
Citações recebidas11
Referências citadas10

In this article, the authors explore the role of district and school leaders in reconceptualizing accountability policy by adapting and mediating it using three primary strategies. Specifically, they discuss how leaders cultivate relationships and interactions, reculture the district and schools, and integrate and align school and district purposes, goals, policies, and practices to support the achievement of all children. The discussion and illustrations are drawn from two separate multiyear, multiphase research projects. The authors researched districts and schools in two states (North Carolina and Texas) that have more than a decade's experience with implementing accountability of the type required by the No Child Left Behind Act. These districts and schools have demonstrated success in raising achievement for all students and in closing achievement gaps between white students and students of color and between children from middle- and upper-income homes and children from low-income homes

Academic achievement · Accountability · Closing (real estate · No child left behind · Pedagogy · Political science · Public relations · School district · Sociology · Student achievement · Educational Assessment and Improvement · Psychology · Public Administration · School Choice and Performance · Teacher Education and Leadership Studies