Research design: qualitative, quantitative, and mixed methods approaches. British Journal of Sociology of Education, 37(4), 623–642.Ĭreswell, J. Post-panopticism and school inspection in England. Beyond decoupling: rethinking the relationship between the institutional environment and the classroom. Educational Evaluation and Policy Analysis, 23(2), 145–170.Ĭoburn, C. Collective sensemaking about reading: how teachers mediate reading policy in their professional communities. International Studies in Sociology of Education, 29(1–2), 1–32.Ĭoburn, C. Datafication in schools: enactments of quality assurance and evaluation policies in Brazil. Factors relevant to the validity of experiments in social settings. Discourse: Studies in the Cultural Politics of Education, 32(4), 585–596.Ĭampbell, D. Taking context seriously: towards explaining policy enactments in the secondary school. European Educational Research Journal, 19(2), 94–108.īraun, A., Ball, S. Local implementation of accountability instruments in the French-speaking community of Belgium. London: Routledge.īarbana, S., Dumay, X., & Dupriez, V. Edu-net: globalisation and education policy mobility. How schools do policy: policy enactments in secondary schools. The teacher’s soul and the terrors of performativity. High-stakes testing and curricular control: a qualitative meta-synthesis. The study contributes to the accountability literature by showing how, even in the relative absence of material consequences and low levels of marketization, standardized testing and PBA can drive behavioral change, by reframing norms of good educational practice and by affecting how educators make sense of core aspects of their work.Īu, W. The study simultaneously shows how different manifestations of two social mechanisms form important explanatory factors to understand principals’ varying responses, while it is highlighted how the mechanisms are more likely to operate under particular conditions, which relate both to principals’ trajectories and views on education, and to school-specific characteristics and the local accountability regime. The findings highlight three distinct response patterns in how principals perceive, interpret, and translate PBA demands: alignment, balancing multiple purposes, and symbolic responses. The analysis is guided by the policy enactment perspective and the sociological concept of “reactivity”, and relies on 23 in-depth interviews with primary school principals in nine urban municipalities in Norway. With the aim of contributing to the understanding of the social mechanisms and processes that induce particular school responses, this paper reports on a study that examines how Norwegian principals perceive, interpret, and translate accountability demands. Nonetheless, studies report mixed results with regard to the impact of PBA on schools’ internal affairs and instructional practices. In recent decades, performance-based accountability (PBA) has become an increasingly popular policy instrument to ensure educational actors are responsive to and assume responsibility for achieving centrally defined learning goals.
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