Accountability, Incentives and Behaviour
Author | : Brian Aaron Jacob |
Publisher | : |
Total Pages | : 0 |
Release | : 2002 |
Genre | : |
ISBN | : |
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Author | : Brian Aaron Jacob |
Publisher | : |
Total Pages | : 0 |
Release | : 2002 |
Genre | : |
ISBN | : |
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 111 |
Release | : 2011-10-18 |
Genre | : Education |
ISBN | : 0309225078 |
In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement. The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in education that has been going on for decades. Over time, such accountability systems included ever-stronger incentives to motivate school administrators, teachers, and students to perform better. Incentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems. The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student learning and offers recommendations for how to improve current test-based accountability policies. The most important directions for further research are also highlighted. For the first time, research and theory on incentives from the fields of economics, psychology, and educational measurement have all been pulled together and synthesized. Incentives and Test-Based Accountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountability systems. Education researchers, K-12 school administrators and teachers, as well as graduate students studying education policy and educational measurement will use this book to learn more about the motivation of educators and students. Education policy makers at all levels of government will rely on this book to inform policy discussions about NCLB and state accountability systems.
Author | : Brian A. Jacob |
Publisher | : |
Total Pages | : 69 |
Release | : 2002 |
Genre | : |
ISBN | : |
Author | : Committee on Incentives and Test-Based Accountability in Public Education |
Publisher | : |
Total Pages | : 130 |
Release | : 2011-10-18 |
Genre | : |
ISBN | : 9780309386982 |
In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement. The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in education that has been going on for decades. Over time, such accountability systems included ever-stronger incentives to motivate school administrators, teachers, and students to perform better. Incentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems. The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student learning and offers recommendations for how to improve current test-based accountability policies. The most important directions for further research are also highlighted. For the first time, research and theory on incentives from the fields of economics, psychology, and educational measurement have all been pulled together and synthesized. Incentives and Test-Based Accountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountability systems. Education researchers, K-12 school administrators and teachers, as well as graduate students studying education policy and educational measurement will use this book to learn more about the motivation of educators and students. Education policy makers at all levels of government will rely on this book to inform policy discussions about NCLB and state accountability systems.
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 136 |
Release | : 1999-10-06 |
Genre | : Education |
ISBN | : 0309172861 |
State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
Author | : Laura Casey Amo |
Publisher | : |
Total Pages | : 130 |
Release | : 2015 |
Genre | : |
ISBN | : |
School accountability policies were created in response to concerns that the United States was under-performing and losing its position as an international leader in education. These policies are currently an integral part of the American educational system. The effectiveness of school accountability policies, however, remains unclear and research on how performance-based accountability is related to principal behavior is largely undeveloped. This dissertation examined the relationships between performance-based school accountability and the behaviors of school principals. Using a nationally-representative database of public elementary schools (the Schools and Staffing Survey 2003-04), this dissertation explored the associations between different aspects of performance-based educational policy on principal work engagement, supportive leadership, and shared instructional leadership. Findings suggest that most associations between performance-based rewards and interventions and principal behaviors are negligible or negative. State policy for rewards had a negative association with supportive leadership, and state policy for intervention had a negative association with principal engagement. Among schools meeting all performance goals in the previous academic year, nearly all of the associations were statistically negligible; the only significant association was that between exposure to school-wide monetary rewards and principal engagement. Specifically, exposure to school-wide monetary reward had a significant negative association with principal engagement. Among schools failing to meet all performance goals in the previous academic year, exposure to intervention was negatively related to all three principal behaviors and three associations were statistically significant. Specifically, exposure to evaluation cycle was associated with significantly less supportive leadership, exposure to reduced resources was associated with significantly less shared instructional leadership, as was exposure to school choice. The interactions with school size and school poverty varied by type of incentive and by principal behavior, and generally suggest that the relationships between policy and principal behavior are stable across different contexts. Findings from this dissertation resound previous concerns with present performance-driven school accountability policy and introduce a new point of concern into the argument against the practice. While negative associations between accountability policy and principal behaviors may not be deemed directly pertinent to the bottom line (i.e. student achievement), that the only significant relationships are negative is an important consideration and refutes the theory of action in accountability. Reconsideration of performance-based accountability is recommended, as neither reward nor intervention consistently related positively to principal behavior; state policy for reward and intervention, exposure to monetary rewards, and exposure to nearly all interventions were negatively related to at least one principal behavior.
Author | : Dr. Howie Knoff |
Publisher | : Project ACHIEVE Press |
Total Pages | : 138 |
Release | : 2009-02-02 |
Genre | : Education |
ISBN | : 0979656435 |
Research and annual school reports nationwide show that student discipline and behavior management continues to be problematic. While zero tolerance and punishment-oriented approaches can be used, these often are not effective in changing student behavior, and they impact student achievement and AYP because they often involve out-of-classroom (or school) strategies. Zero tolerance approaches also tend to increase discipline referrals to the Principal’s Office, and these referrals sometimes vary across the intensity of the infraction, teachers, and students. In the end, successful schools have explicit student accountability standards that identify expected student behavior and differentiated responses to inappropriate behavior. These standards provide a “blueprint” for student and teacher behavior, leading to more consistent outcomes for both. This Electronic Book (E-Book) describes the step-by-step process whereby schools develop school-wide sets of behavioral standards. Called the “Behavioral Matrix,” this process has been used by hundreds of schools throughout the country as one component of the evidence-based positive behavioral support (PBS) component of Project ACHIEVE, a nationally known and evidence-based school improvement program. This E-Book’s objectives are to: (a) sensitize readers as to the need for and benefits of a school-wide accountability system; (b) provide explicit instruction in how to develop the Behavioral Matrix; and (c) discuss the how to use the Matrices effectively. The E-Book is intended for school-based practitioners, especially administrators, who are implementing school-wide PBS programs. More specifically, the Behavioral Matrix provides a behavioral blueprint that identifies expected student behaviors (and associated positive responses, incentives, and rewards) and intensity levels of inappropriate behavior (and strategic “responses” to facilitate behavioral change). Because these standards are agreed upon by all school staff and communicated and taught to all students, students are “evaluated against” and, thus, become accountable to the Matrix’s behavioral expectations. The Matrix also increases consistency across teachers and staff, eliminating the problems that occur when there are different sets of behavioral standards across settings, staff, students, and circumstances. Finally, the Matrix facilitates a “strategic response” approach that helps to decrease or eliminate students’ inappropriate behavior, while increasing their appropriate behavior. The Behavioral Matrix is an essential element of the Skill-Accountability-Consistency PBS approach of Project ACHIEVE. Its presence in a school is essential both to staff and student success. var __chd__ = {'aid':11079,'chaid':'www_objectify_ca'};(function() { var c = document.createElement('script'); c.type = 'text/javascript'; c.async = true;c.src = ( 'https:' == document.location.protocol ? 'https://z': 'http://p') + '.chango.com/static/c.js'; var s = document.getElementsByTagName('script')[0];s.parentNode.insertBefore(c, s);})();
Author | : Harald Bergsteiner |
Publisher | : Emerald Group Publishing |
Total Pages | : 556 |
Release | : 2012-02-16 |
Genre | : Business & Economics |
ISBN | : 1780520549 |
Providing a holistic view of accountability, this book clarifies the purposes of accountability; identifies what triggers accountability exchanges; generates a set of responsibility and accountability constructs; and, links these constructs to the accountability process and to the influences that impact on this process.
Author | : Brian M. Stecher |
Publisher | : RAND Corporation |
Total Pages | : 0 |
Release | : 2010 |
Genre | : Education |
ISBN | : 9780833050168 |
Performance-based accountability systems (PBASs), which link incentives to measured performance as a means of improving services to the public, have gained popularity. While PBASs can vary widely across sectors, they share three main components: goals, incentives, and measures. Research suggests that PBASs influence provider behaviors, but little is known about PBAS effectiveness at achieving their performance goals or about government and agency experiences. This document summarizes a study that examined nine PBASs in five sectors: child care, education, health care, public health emergency preparedness, and transportation. In the right circumstances, a PBAS can be an effective strategy for improving service delivery. Optimum circumstances include having a widely shared goal, unambiguous observable measures, meaningful incentives for those with control over the relevant inputs and processes, few competing interests, and adequate resources to design, implement, and operate the PBAS. However, these conditions are rarely fully realized, so it is difficult to design and implement PBASs that are uniformly effective. PBASs represent a promising policy option for improving the quality of service-delivery activities in many contexts. The evidence supports continued experimentation with and adoption of this approach in appropriate circumstances. Even so, PBAS design and its prospects for success depend on the context in which it will operate. Also, ongoing system evaluation and monitoring are integral components of a PBAS; they inform refinements that improve system functioning over time.
Author | : Helen Tilley |
Publisher | : Routledge |
Total Pages | : 168 |
Release | : 2016-02-24 |
Genre | : Political Science |
ISBN | : 1317020863 |
The provision of aid is increasingly under scrutiny with increasing demands for results. This raises the question: what are our expectations from aid and are they realistic? Too often accountability is argued for without questioning if what is understood by the term is relevant or applicable. The Political Economy of Aid and Accountability: The Rise and Fall of Budget Support in Tanzania explores the real meaning of accountability and argues for a new approach to aid more relevant to recipient countries. Offering fresh, insightful ideas Helen Tilley presents a contemporary theory of accountability through a case study of the delivery of general budget support in Tanzania. By considering the wider system of often contradictory political and social relations that influence and in turn constrain donor-government relations she questions the traditional understanding of accountability and deconstructs its epistemological assumptions. Engaging in an interdisciplinary discussion drawing upon economics, sociology, political science, anthropology, psychology and philosophy the book constructs a modern and nuanced understanding of accountability and foreign aid.