问责制的人性面:触及所有学习者的困境

IF 2.6 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
TAEYEON KIM
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引用次数: 0

摘要

Taeyeon Kim的这项以肖像为基础的研究挑战了问责制的主流话语,这种话语往往侧重于高风险政策,而牺牲了学校问责制的关系方面。在问责制、人性化领导和悖论理论的基础上,Kim提出了“问责制的人性一面”的理论,即领导者同时解决多种需求之间的紧张关系,并以试图减轻对学生,特别是少数族裔学生的意外伤害的方式实施政策。通过访谈、跟踪、照片引出的焦点小组,以及对三名美国小学校长进行为期一年的定性研究所产生的人工制品,Kim探讨了学校校长如何在日常实践中理解问责制,以及他们如何应对竞争需求所带来的困境。分析表明,领导人制定问责制可以理解为促进公平的日常平衡行为,以提供政策决策中缺失和被忽视的支持。因此,本文挑战了现有的政策方法,并提供了重新思考如何在学校环境中想象问责制过程的策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Human Side of Accountability: Dilemmas of Reaching All Learners
This portraiture-informed study by Taeyeon Kim challenges the dominant discourse of accountability, which often focuses on high-stakes policies at the expense of relational aspects of accountability in schools. Building on working theories of accountability, humanizing leadership, and paradox theory, Kim theorizes the “human side of accountability,” where leaders simultaneously address the tensions of multiple demands and implement policy mandates in ways that attempt to mitigate their unintended harm to students, particularly minoritized students. Using interviews, shadowing, photo-elicited focus groups, and artifacts generated from a yearlong qualitative study of three US elementary school principals, Kim explores how school principals make meaning of accountability in their daily practices and how they address dilemmas created by competing demands. The analysis suggests that leaders’ enactment of accountability can be understood as a daily balancing act of promoting equity to provide missing and overlooked support in policy man dates. This article thus challenges existing policy approaches and provides strategies for rethinking how processes of accountability can be imagined in school settings.
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来源期刊
Harvard Educational Review
Harvard Educational Review EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
20
期刊介绍: The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.
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