Steerage from a Distance: Can Mandated Accountability Systems Really Improve Schools?
DOI:
https://doi.org/10.11575/jet.v36i1.52728Abstract
Theoretical propositions advanced by Habermas, Foucault, and Baudrillard, among others, suggest the ways in which the instrumentalist logic of mandated systems of mass testing, as a means of ensuring the accountability of public schools, result in the loss of local responsibility for student learning as well as an almost inevitable orientation of local schools to compliance with system directives over personal, professional, and community values.
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