Governance
In: Revista española de ciencia política, Heft 12, S. 189-192
ISSN: 1575-6548
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In: Revista española de ciencia política, Heft 12, S. 189-192
ISSN: 1575-6548
In: Vivre et penser la coopération transfrontalière, Vol. 2
In: Studien zur Geschichte der europäischen Integration, Nr. 12
World Affairs Online
In: L' Europe en formation: revue d'études sur la construction européenne et le fédéralisme = journal of studies on European integration and federalism, Band 353 - 354, Heft 3, S. 197-205
ISSN: 2410-9231
In: Justitiële verkenningen 35,1
In: Moscow University Economics Bulletin, Band 2016, Heft 4, S. 167-185
In: Política y gobierno, Band 18, Heft 2, S. 365-368
ISSN: 1665-2037
In: Politique étrangère: revue trimestrielle publiée par l'Institut Français des Relations Internationales, Band Hors série, Heft 5, S. 153-162
ISSN: 1958-8992
In: Revista española de ciencia política, Heft 6, S. 225-226
ISSN: 1575-6548
In: Netherlands geographical studies 342
Public services can develop two contrasting practices of accountability: the conventional model emphasises that to be accountable is to be 'held to account', to be expected to answer questions about performance and that the answers are then evaluated by superiors measured against some standard or expectation following which praise or blame is meted out and sanctions applied. This mode of accountability is expresses hierarchy of authority. A very different process encourages dialogues of accountability between practitioners and publics, who 'give an account' offering a story that interprets and explains what has happened and why it has taken place. This paper observes these contrasting practices in the development of school governance in England and argues for the importance of dialogue to enhance learning and democratic responsiveness. ; Public services can develop two contrasting practices of accountability: the conventional model emphasises that to be accountable is to be 'held to account', to be expected to answer questions about performance and that the answers are then evaluated by superiors measured against some standard or expectation following which praise or blame is meted out and sanctions applied. This mode of accountability is expresses hierarchy of authority. A very different process encourages dialogues of accountability between practitioners and publics, who 'give an account' offering a story that interprets and explains what has happened and why it has taken place. This paper observes these contrasting practices in the development of school governance in England and argues for the importance of dialogue to enhance learning and democratic responsiveness.
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In: Logon didonai. Saggi 13