M Ed on Educational Leadership and School Improvement (ELSI): ELSI5: Leading educational policy and accountability systems

Week 1

Required Readings

• Elmore, R. F. (2004). School reform from the inside out: Policy, practice, and performance. Harvard Education Press. (pp. 133-199)
• Easley II, J. (2016). Conceptualizing educational accountability across global contexts. In J. Easley II & P. Tulowitzki (Eds.), Educational accountability: International perspectives on challenges and possibilities for school leadership, (pp. 1-5). Routledge.

• Recommended Reading

• Fullan, M., Rincón-Gallardo, S., & Hargreaves, A. (2015). Professional capital as accountability. Education Policy Analysis Archives, 23, 15. https://doi.org/10.14507/epaa.v23.1998

Week 2

Required Readings

• Elmore, R. F. (2004). Doing the right thing, knowing the right thing to do: The problem of failing schools and performance-based accountability. In School reform from the inside out: Policy, practice, and performance. (pp. 227-258). Education Press.

• Paletta, A. (2019). How do school leaders respond to the growing intrusiveness of accountability policies? Evidence from Italy. Journal of Educational Administration and History, 51(4), 381–401. https://doi.org/10.1080/00220620.2019.1607266

Recommended Reading

• Knapp, M. S., & Feldman, S. B. (2012). Managing the intersection of internal and external accountability: Challenge for urban school leadership in the United States. Journal of Educational Administration, 50(5), 666–694. https://doi.org/10.1108/09578231211249862

Week 3

Required Readings

• Elmore, R. F. (2004). Bridging the gap between Standards and Achievement: the imperative for professional development in education. In School reform from the inside out: Policy, practice, and performance. (pp. 89-132). Education Press.
• Kanape-Willingshofer, A, Altrichter, H., & Kemethofer, D. (2016). Accountability policies and school leadership in Austria: Increasing competition and little accountability. In J. Easley II & P. Tulowitzki (Eds.), Educational accountability: International perspectives on challenges and possibilities for school leadership, (pp. 142-154). Routledge.

Recommended Reading

• Polk, S. (n.d.). The hidden power of internal accountability to build success that endures: A paradigm shift. http://www.charterschooltools.org/tools/HiddenPowerofInternalAccountability.pdf

Week 4

Required Readings

• Spillane, J. P. & Mertz, K. (2016). School accountability policy and practice: Learning by comparing Australia, New Zealand, USA, and Chile. In J. Easley II & P. Tulowitzki (Eds.), Educational accountability: International perspectives on challenges and possibilities for school leadership, (pp. 73-78). Routledge.
• Clarke, S. & Dempster, N. (2016). Principal leadership and accountability in Australia: A fine balance indeed. In J. Easley II & P. Tulowitzki (Eds.), Educational accountability: International perspectives on challenges and possibilities for school leadership, (pp. 6-17). Routledge.

Week 5

Required Readings

• Ståhlkrantz, K., & Rapp, S. (2022). Leading for higher grades—Balancing school leadership on the fine line between accountability and professional autonomy. International Journal of Leadership in Education, 1–21.https://doi.org/10.1080/13603124.2022.2098381
• Wang, F., Hauseman, C., & Pollock, K. (2022). “I am here for the students”: Principals’ perception of accountability amid work intensification. Educational Assessment, Evaluation and Accountability, 34(1), 33–56. https://doi.org/10.1007/s11092-021-09368-6

Recommended Reading

• Tolo, A., Lillejord, S., Flórez Petour, M. T., & Hopfenbeck, T. N. (2020). Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning. Journal of Educational Change, 21(1), 59–82. https://doi.org/10.1007/s10833-019-09359-x

Week 6

Required Readings

• Matsumoto, A. (2019). Literature review on education reform in the UAE. International Journal of Educational Reform, 28(1), 4–23. https://doi.org/10.1177/1056787918824188
• Pont, B. (2020). A literature review of school leadership policy reforms. European Journal of Education, 55(2), 154–168. https://doi.org/10.1111/ejed.12398

Recommended Reading

• Pont, B., Nusche, D., & Moorman, H. (2011). Improving school leadership policy and practice: Pointers for policy development. OECD. https://www.oecd.org/education/school/49847132.pdf

Week 7

Required Readings

• Easley II, J & ElMeski, M. (2016). From policy and practice to possibilities: The context of educational accountability policies and exploring possibilities for school leadership. In J. Easley II & P. Tulowitzki (Eds.), Educational accountability: International perspectives on challenges and possibilities for school leadership, (pp. 34-53). Routledge.
• Paletta, A., Basyte Ferrari, E., & Alimehmeti, G. (2020). How principals use a new accountability system to promote change in teacher practices: Evidence from Italy. Educational Administration Quarterly, 56(1), 123–173. https://doi.org/10.1177/0013161X19840398

Recommended Reading

• Tolo, A., Lillejord, S.,  Flórez Petour , M T., & Hopfenbeck, T N. (2019). Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning . Journal of Educational Change , 21, 59-82. https://doi.org/10.1007/s10833-019-09359-x

• Vaillant, D. (2015). Background paper prepared for the Education for All Global Monitoring Report 2015 Education for All 2000-2015: Achievements and challenges School leadership, trends in policies and practices, and improvement in the quality of education. https://doi.org/10.13140/RG.2.1.4571.6004

Week 8

Required Readings

• Bergmark, U., & Hansson, K. (2021). How teachers and principals enact the policy of building education in Sweden on a scientific foundation and proven experience: Challenges and opportunities. Scandinavian Journal of Educational Research, 65(3), 448–467. https://doi.org/10.1080/00313831.2020.1713883

• Cardno, C. (2019). Policy document analysis: A practical educational leadership tool and a qualitative research method. Educational Administration: Theory and Practice, 24(4), 623–640. https://doi.org/10.14527/kuey.2018.016

Week 9

Required Readings

• Stosich, E. L., & Bae, S. (2018). Engaging diverse stakeholders to strengthen policy. Phi Delta Kappan, 99(8), 8–12. https://doi.org/10.1177/0031721718775670
• OECD. (2016). What can governments do to implement education policies effectively? In A. Schleicher, Teaching Excellence through Professional Learning and Policy Reform (pp. 69–87). OECD. https://doi.org/10.1787/9789264252059-5-en

Recommended Reading

• Gallagher, T. (2021). Governance and leadership in education policy making and school development in a divided society. School Leadership & Management, 41(1–2), 132–151. https://doi.org/10.1080/13632434.2021.1887116

Week 10

Required Readings

• Gu, Q., Sammons, P., & Chen, J. (2018). How principals of successful schools enact education policy: Perceptions and accounts from senior and middle leaders. Leadership and Policy in Schools, 17(3), 373–390. https://doi.org/10.1080/15700763.2018.1496344
• Kadji-Beltran, C., Zachariou, A., & Stevenson, R. B. (2013). Leading sustainable schools: Exploring the role of primary school principals. Environmental Education Research, 19(3), 303–323. https://doi.org/10.1080/13504622.2012.692770

Week 11

Required Readings

• Pang, N. S. (2016). The school development and accountability framework in Hong Kong: Possibilities of educational leadership. In J. Easley II & P. Tulowitzki (Eds.), Educational accountability: International perspectives on challenges and possibilities for school leadership, (pp. 92-109). Routledge.

• Tulowitzki, P. (2016). Educational accountability around the globe: challenges and possibilities for school leadership. In J. Easley II & P. Tulowitzki (Eds.), Educational accountability: International perspectives on challenges and possibilities for school leadership, (pp. 233-236). Routledge.