Enacting accountabilities in education: exploring new policy contexts and theoretical elaborations

Amrein-Beardsley, A., Berliner, D. C., & Rideau, S. (2010). Cheating in the first, second, and third degree: Educations’ responses to high-stakes testing. Educational Policy Analysis Archives. https://doi.org/10.14507/epaa.v18n14.2010

Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36, 258–267.

Ball, S. J. (2015). What is policy? 21 years later: Reflections on the possibilities of policy research. Discourse: Studies in the Cultural Politics of Education, 36(3), 306–313. https://doi.org/10.1080/01596306.2015.1015279

Ball, S. J., Maguire, M., & Braun, A. (2011). How schools do policy: Policy enactments in secondary schools. Routledge.

Benish, A., & Mattei, P. (2020). Accountability and hybridity in welfare governance. Public Administration, 98(2), 281–290.

Braun, A., Ball, S. J., Maguire, M., & Hoskins, K. (2011). Taking context seriously: Towards explaining policy enactments in the secondary school. Discourse: Studies in the Cultural Politics of Education, 32(4), 585–596.

Bridwell-Mitchell, E. N., & Sherer, D. G. (2017). Institutional complexity and policy implementation: How underlying logics drive teacher interpretations of reform. Educational Evaluation and Policy Analysis, 39(2), 223–247.

Burke, J. C. (2005). Achieving accountability in higher education: Balancing public, academic, and market demands. Jossey-Bass.

Chiang, H. (2009). How accountability pressure on failing schools affects student achievement. Journal of Public Economics, 93(9), 1045–1057.

Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145–170.

Coburn, C. E. (2004). Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom. Sociology of Education, 77(3), 211–244.

Coburn, C. (2005). Shaping teacher sensemaking: School leaders and the enactment of reading policy. Educational Policy, 19(3), 476–509.

Diamond, J. B. (2012). Accountability policy, school organization, and classroom practice: Partial recoupling and educational opportunity. Education and Urban Society, 44(2), 151–182.

Elstad, E. (2009). Schools which are named, shamed and blamed by the media: School accountability in Norway. Educational Assessment, Evaluation and Accountability, 21(2), 173–189.

Falabella, A. (2014). The performing school: The effects of market and accountability policies. Education Policy Analysis Archives, 22(70), 1–26.

Falabella, A. (2016). Do national test scores and quality labels trigger school self-assessment and accountability? A critical analysis in the Chilean context. British Journal of Sociology of Education, 37(5), 743–760.

Goodin, R. E., Rein, M., & Moran, M. (2006). The public and its policies. In Moran, M., Rein, M., & Goodin, R. E. (Eds.). The Oxford handbook of public policy. (pp. 3–35). Oxford University Press.

Grek, S., Maroy, C., & Verger, A. (2020). Introduction: Accountability and datafication in education: Historical, transnational and conceptual perspectives. In S. Grek, C. Maroy, & A. Verger (Eds.), World yearbook of education 2021 (pp. 1–22). Routledge.

Gunter, H. M., Grimaldi, E., Hall, D., & Serpieri, R. (2016). New public management and the reform of education: European lessons for policy and practice. Routledge.

Hanushek, E. A., & Raymond, M. E. (2005). Does school accountability lead to improved student performance? Journal of Policy Analysis and Management: THe Journal of the Association for Public Policy Analysis and Management, 24(2), 297–327.

Holloway, J. (2019). Teacher evaluation as an onto-epistemic framework. British Journal of Sociology of Education, 40(2), 174–189.

Hupe, P., & Sætren, H. (2015). Comparative implementation research: Directions and dualities. Journal of Comparative Policy Analysis: Research and Practice, 17(2), 93–102.

Keddie, A. (2014). ‘It’s like Spiderman… with great power comes great responsibility’: School autonomy, school context and the audit culture. School Leadership & Management, 34(5), 502–517.

Koretz, D. (2017). The testing charade. University of Chicago Press.

Landri, P. (2018). Digital governance of education. Technologies, standards and Europeanization of education. Bloomsbury.

Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. RoutledgeFalmer.

Lipsky, M. (1993). Street-level bureaucracy. Dilemmas of the individual in public services. Russel Sage Foundation.

Louis, K. S., Febey, K., & Schroeder, R. (2005). State-mandated accountability in high schools: Teachers’ interpretations of a new era. Educational Evaluation and Policy Analysis, 27(2), 177–204.

Lowenhaupt, R., Spillane, J. P., & Hallett, T. (2016). Education policy in leadership practice: “Accountability Talk” in schools. Journal of School Leadership, 26(5), 783–810.

Malen, B. (2006). Revisiting policy implementation as a political phenomenon: The case of reconstitution policies. In M. I. Honig (Ed.), New directions in education policy implementation: Confronting complexity (pp. 83–104). State University of New York Press.

Maroy, C., & Pons, X. (2019). Accountability policies in education: A comparative and multilevel analysis in France and Quebec. Springer.

Maroy, C., & van Zanten, I. A. (2007). Régulation et compétition entre établissements scolaires dans six espaces locaux en Europe. Sociologie Du Travail, 49(4), 464–478.

Maroy, C., & Vosin, A. (2013). Les transformations récentes des politiques d’accountability en éducation: Enjeux et incidences des outils d’action publique. Educação & Sociedade, 34(124), 881–901.

Newman, J. (2004). Constructing accountability: Network governance and managerial agency. Public Policy and Administration, 19(4), 17–33.

Perryman, J. (2010). Improvement after inspection. Improving Schools, 13(2), 182–196.

Reinhorn, S. K., Johnson, S. M., & Simon, N. S. (2017). Investing in development: Six high-performing, high-poverty schools implement the Massachusetts teacher evaluation policy. Educational Evaluation and Policy Analysis, 39(3), 383–406.

Sahlberg, P. (2016). The global education reform movements and its impact on schooling. In K. Mundy, A. Green, B. Lingard, & A. Verger (Eds.), The handbook of global education policy (pp. 128–144). Wiley Blackwell.

Schulte, B. (2018). Envisioned and enacted practices: Educational policies and the ‘politics of use’in schools. Journal of Curriculum Studies, 50(5), 624–637.

Selwyn, N. (2016). ‘There’s so much data’: Exploring the realities of data-based school governance. European Educational Research Journal, 15(1), 54–68.

Skedsmo, G. (2011). Formulation and realisation of evaluation policy: Inconsistencies and problematic issues. Educational Assessment, Evaluation and Accountability, 23(1), 5–20.

Skedsmo, G., & Mausethagen, S. (2016). Accountability policies and educational leadership—A Norwegian perspective. In J. Easley & P. Tulowitzki (Eds.), Accountability and educational leadership—Country perspectives (pp. 205–223). Routledge.

Souto-Otero, M., & Beneito-Montagut, R. (2016). From governing through data to governmentality through data: Artefacts, strategies and the digital turn. European Educational Research Journal, 15(1), 14–33.

Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387–431.

Strathern, M. (2000). Audit cultures: Anthropological studies in accountability, ethics and the academy. Routledge.

Thrupp, M., & Easter, A. (2012). Research, analysis and insight into national standards (RAINS) project. University of Waikato.

Verger, A., Fontdevila, C., & Parcerisa, L. (2019). Reforming governance through policy instruments: How and to what extent standards, tests and accountability in education spread worldwide. Discourse: Studies in the Cultural Politics of Education, 40(2), 248–270.

Verger, A., Ferrer-Esteban, G., & Parcerisa, L. (2020). In and out of the ‘pressure cooker’: Schools’ varying responses to accountability and datafication. In Grek, S., Maroy, C. & Verger, A. (eds) World yearbook of education 2021 (pp. 241–261). Routledge.

Williamson, B. (2017). Big data in education: The digital future of learning. Sage.

Zancajo, A. (2020). Schools in the marketplace: Analysis of school supply responses in the Chilean education market. Educational Policy, 34(1), 43–64.