Change search
ReferencesLink to record
Permanent link

Direct link
The Hurricane of Accountabilities?: Comparison of Accountability Comprehensions and Practices
Danish School of Education, Aarhus University.
Department of Teacher Education and School Research, University of Oslo.
Umeå University, Faculty of Social Sciences, Centre for Principal Development.
Department of Education, Mid Sweden University.
Show others and affiliations
2011 (English)In: How School Principals Sustain Success over Time: International Perspectives / [ed] Lejf Moos, Olof Johansson and Christopher Day, DORDRECHT: Springer Netherlands, 2011, Vol. 14, 199-222 p.Chapter in book (Other academic)
Abstract [en]

During the past 5 years since we visited the schools and principals were included in the International Successful School Principals Project for the first time, major changes have occurred in the ways in which schools are governed and managed. Since the start of the project in 2001, the “hurricane of accountability” has reached all countries in the project. This recent development is, first of all, characterized by an increased focus on student achievement and performance measurement as a key part of evaluation processes. Second, it implies a changed concept of educational quality, which in form seems to be defined by expectations about specific outcomes. Third, it indicates a belief that any divergence between the expected outcomes and the level of achievements can be identified. Along with this development, schools are increasingly being perceived as the unit of measurement and the need to make actors such as principals and teachers accountable is emerging.

This chapter describes main changes in school governance with an emphasis on the establishment of systems to control and monitor educational quality. Moreover, it investigates similarities and differences in the ways of which principals in the USA on the one hand, and principals in Denmark, Norway, and Sweden on the other, respond to expectations about improving student outcomes.

Place, publisher, year, edition, pages
DORDRECHT: Springer Netherlands, 2011. Vol. 14, 199-222 p.
, Studies in Educational Leadership, ISSN 1572-3909 ; Vol 14
National Category
Educational Sciences Political Science
URN: urn:nbn:se:umu:diva-74403DOI: 10.1007/978-94-007-1335-2_12ISI: 000292078500012ISBN: 978-94-007-1334-5 (Print)ISBN: 978-94-007-1335-2 (Online)OAI: diva2:633761
Available from: 2013-06-27 Created: 2013-06-27 Last updated: 2013-06-27Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Höög, Jonas
By organisation
Centre for Principal Development
Educational SciencesPolitical Science

Search outside of DiVA

GoogleGoogle Scholar
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Altmetric score

Total: 45 hits
ReferencesLink to record
Permanent link

Direct link