High autonomy and low accountability: Case study of five Czech schools
The paper aims to describe the effects of a unique combination of high autonomy and low outcome accountability of the Czech schools. First, the paper outlines test-based accountability as a key concept of contemporary educational policy. Next, the research design is briefly described and the qualita...
| Main Authors: | , , |
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| Format: | Article |
| Language: | ces |
| Published: |
Czech Pedagogical Society
2014-11-01
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| Series: | Pedagogická Orientace |
| Subjects: | |
| Online Access: | https://journals.muni.cz/pedor/article/view/2729 |
| _version_ | 1811271792928489472 |
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| author | Dominik Dvořák Petr Urbánek Karel Starý |
| author_facet | Dominik Dvořák Petr Urbánek Karel Starý |
| author_sort | Dominik Dvořák |
| collection | DOAJ |
| description | The paper aims to describe the effects of a unique combination of high autonomy and low outcome accountability of the Czech schools. First, the paper outlines test-based accountability as a key concept of contemporary educational policy. Next, the research design is briefly described and the qualitative data on the effects of school choice and curriculum autonomy / decentralisation are presented. The discussion stresses the problem of time frame in evaluating system wide interventions and also sketches a vision of new emerging school reform discourse. Processes of change in five Czech “combined” primary and lower secondary schools were studied by qualitative longitudinal multiple case study for over 5 years. Surprisingly, the results suggest that many negative effects ascribed to the highstakes tests (e. g. curriculum narrowing, fabrication of image) could be seen in the studied schools despite the different model of governance in the Czech Republic. The contemporary discussion of risks of (high stake) testing should be complemented by a similar analysis of both costs and negative effects of the absence of outcome accountability.
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| first_indexed | 2024-04-12T22:27:30Z |
| format | Article |
| id | doaj.art-ab9a8160f1994c0bbf890a2832f5cce7 |
| institution | Directory Open Access Journal |
| issn | 1211-4669 1805-9511 |
| language | ces |
| last_indexed | 2024-04-12T22:27:30Z |
| publishDate | 2014-11-01 |
| publisher | Czech Pedagogical Society |
| record_format | Article |
| series | Pedagogická Orientace |
| spelling | doaj.art-ab9a8160f1994c0bbf890a2832f5cce72022-12-22T03:14:04ZcesCzech Pedagogical SocietyPedagogická Orientace1211-46691805-95112014-11-0124610.5817/PedOr2014-6-919High autonomy and low accountability: Case study of five Czech schoolsDominik DvořákPetr UrbánekKarel StarýThe paper aims to describe the effects of a unique combination of high autonomy and low outcome accountability of the Czech schools. First, the paper outlines test-based accountability as a key concept of contemporary educational policy. Next, the research design is briefly described and the qualitative data on the effects of school choice and curriculum autonomy / decentralisation are presented. The discussion stresses the problem of time frame in evaluating system wide interventions and also sketches a vision of new emerging school reform discourse. Processes of change in five Czech “combined” primary and lower secondary schools were studied by qualitative longitudinal multiple case study for over 5 years. Surprisingly, the results suggest that many negative effects ascribed to the highstakes tests (e. g. curriculum narrowing, fabrication of image) could be seen in the studied schools despite the different model of governance in the Czech Republic. The contemporary discussion of risks of (high stake) testing should be complemented by a similar analysis of both costs and negative effects of the absence of outcome accountability. https://journals.muni.cz/pedor/article/view/2729school improvementeducational reformtransitionCzech Republicmultiple case study |
| spellingShingle | Dominik Dvořák Petr Urbánek Karel Starý High autonomy and low accountability: Case study of five Czech schools Pedagogická Orientace school improvement educational reform transition Czech Republic multiple case study |
| title | High autonomy and low accountability: Case study of five Czech schools |
| title_full | High autonomy and low accountability: Case study of five Czech schools |
| title_fullStr | High autonomy and low accountability: Case study of five Czech schools |
| title_full_unstemmed | High autonomy and low accountability: Case study of five Czech schools |
| title_short | High autonomy and low accountability: Case study of five Czech schools |
| title_sort | high autonomy and low accountability case study of five czech schools |
| topic | school improvement educational reform transition Czech Republic multiple case study |
| url | https://journals.muni.cz/pedor/article/view/2729 |
| work_keys_str_mv | AT dominikdvorak highautonomyandlowaccountabilitycasestudyoffiveczechschools AT petrurbanek highautonomyandlowaccountabilitycasestudyoffiveczechschools AT karelstary highautonomyandlowaccountabilitycasestudyoffiveczechschools |