Rethinking accountability in a knowledge society

By P. Sahlberg. 2010

369 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bd51f26799753c794481e00a42329e3482476cbe

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Citations in the corpus

‘Catalyst data’: perverse systemic effects of audit and accountability in Australian schooling (2013, background): “…literature has also emerged on educational accountability, stretching from the critical and theoretical (e.g. Ranson 2003, 2012; Ravitch 2010; Suspitsyna 2010; Webb 2011) to the philosophical (e.g. Biesta 2004; Harvey 2010) and the more normative and policy pragmatic (e.g. Sahlberg 2010).”
Teacher Self-Efficacy and Collective Teacher Efficacy: Relations with Perceived Job Resources and Job Demands, Feeling of Belonging, and Teacher Engagement (2019, background): “They proposed that value consonance may be an important job resource in the teaching profession because many teachers are driven by values, ethical considerations, and intrinsic motivation (Sahlberg, 2010).”
A comprehensive view of trust in education: Conclusions from a systematic literature review (2020, background): “These studies tend to take a critical look at standardised test-based performance measures, and contend that these are neither proven to contribute towards improving educational performance (Sahlberg, 2010), nor to enhancing the trust between particular stakeholder groups (Vidovich & Currie, 2011).”
Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?. (2015, background): “Teaching is typically driven by values, ethical motives or intrinsic motivation (Sahlberg, 2010).”
Teacher Agency : What Is It and Why Does It Matter? (2015, positive): “…take the form of fabrication of the school’s image – careful impression management and discourses of excellence (Keddie, Mills & Pendergast, 2011) and the concealing of ‘dirty laundry’ (Cowie, Taylor & Croxford, 2007), as well as more serious corruption and cheating (Ball, 2003; Sahlberg, 2010).”
The Many Faces of Special Education Within RTI Frameworks in the United States and Finland (2016, background): “Otherwise said, the interpretative work has been left to municipalities and teachers who have traditionally been considered the trusted professionals within the Finnish school system (Sahlberg, 2010).”
Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession (2016, background): “According to Sahlberg (2010) teachers are often driven by values.”