Accountability for the Education of Disadvantaged Groups through the Disadvantaged Schools Program.

Autor/in	Randell, Shirley K.
Titel	Accountability for the Education of Disadvantaged Groups through the Disadvantaged Schools Program.
Quelle	(1979), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Community Involvement; Decision Making; Economically Disadvantaged; Educational Finance; Educational Policy; Educationally Disadvantaged; Elementary Secondary Education; Evaluation Methods; Foreign Countries; Government School Relationship; Grants; Inservice Teacher Education; Parent Participation; Political Influences; Program Effectiveness; Program Evaluation; Rural Areas; School Community Relationship; Student Behavior; Student Evaluation; Australia + Suchen Sie Ihr Suchwort? Verantwortung; Decision-making; Entscheidungsfindung; Bildungsfonds; Politics of education; Bildungspolitik; Ausland; Grant; Finanzielle Beihilfe; Lehrerfortbildung; Elternmitwirkung; Political influence; Politischer Einfluss; Programme evaluation; Programmevaluation; Rural area; Ländlicher Raum; Student behaviour; Schülerverhalten; Schulnote; Studentische Bewertung; Australien
Abstract	Financial, educational, and political accountability issues involved in the Disadvantaged Schools Program, initiated by the Schools Commission to improve the learning outcomes of children from educationally disadvantaged backgrounds in Australia, are the focus of this paper. Consideration is given to the views of the Commission in its published reports and to the relevance of those views for accountability procedures in the Program. The Program's emphasis on community involvement and school level evaluation as important aspects of educational accountability is examined, and strategies for facilitating accountability for the education of disadvantaged children are described. Strategies discussed deal with guidelines and consultant services, expansion of evaluation measures, training of teachers and community members in evaluation skills, and community participation. Finally, some of the constraints and tensions associated with accountability at all levels in the Program are discussed in relation to what may be possible in the future. Constraints examined involve developing accountability mechanisms, selection of schools, cost-effectiveness issues, over-emphasis on limited range of competencies, and conflicting goals. (CM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC