subject:(Accountability)

University of Namibia

1. Adere, Awuor C. Performance-based accountability of primary school teachers and principals in the Khomas education region of namibia.

Degree: 2013, University of Namibia

URL: http://hdl.handle.net/11070/891

► Performance-Based Accountability Systems (PBAS) in education seek to improve learning achievements of all learners and to reduce achievement gaps amongst learners from diverse backgrounds through… (more)

▼ Performance-Based Accountability Systems (PBAS) in education seek to improve learning achievements of all learners and to reduce achievement gaps amongst learners from diverse backgrounds through improved classroom instructions. Such a system however does not exist in the Namibian primary education system despite the fact that learning achievements are still low. The purpose of this study was to seek an indepth understanding of the perceptions of primary school principals, teachers, parents and inspectors in Khomas Education Region regarding holding teachers and principals accountable for learners’ performance in an effort to improve learning achievements. This study utilized qualitative multiple case study research design. Data was collected through observations, document analysis and interviews from twenty six participants who were selected through stratified purposive sampling from five schools which were selected purposively. The findings indicate both positive and negative perceptions by participants regarding teachers and principals being held accountable for the performance of their learners. Majority of the participants believed that learning achievements were likely to improve if teachers and principals were to be held accountable because they would improve the manner in which they prepare for lessons and teach, not only to avoid sanctions but also to get the rewards attached to Performance-Based Accountability Systems. Some participants however felt that even though holding teachers and principals accountable was likely to improve learning achievements, it would be unfair to hold teachers and principals solely accountable for learners’ performance since learners’ performance is affected by several other factors.Some participants stated that teachers and principals would feel demoralized and victimized by the penalizing nature of sanctions and this would affect learning achievements negatively. The findings, therefore, suggest that there is need for a Performance-Based Accountability System in Namibia’s primary education system to help improve learning achievements and close achievement gaps amongst learners.

Subjects/Keywords: Accountability

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APA (6^th Edition):

Adere, A. C. (2013). Performance-based accountability of primary school teachers and principals in the Khomas education region of namibia. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/891

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Adere, Awuor C. “Performance-based accountability of primary school teachers and principals in the Khomas education region of namibia. ” 2013. Thesis, University of Namibia. Accessed February 20, 2020. http://hdl.handle.net/11070/891.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Adere, Awuor C. “Performance-based accountability of primary school teachers and principals in the Khomas education region of namibia. ” 2013. Web. 20 Feb 2020.

Vancouver:

Adere AC. Performance-based accountability of primary school teachers and principals in the Khomas education region of namibia. [Internet] [Thesis]. University of Namibia; 2013. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/11070/891.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adere AC. Performance-based accountability of primary school teachers and principals in the Khomas education region of namibia. [Thesis]. University of Namibia; 2013. Available from: http://hdl.handle.net/11070/891

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

2. Robinson, Jared Bryant. A study of Georgia school districts’ balanced scorecard alignment to the College and Career Ready Performance Index.

Degree: EdD, Educational Leadership, 2015, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/robinson_jared_b_201505_edd

► The purpose of the study was to measure Georgia school superintendents’ perceived goal alignment to the College and Career Ready Performance Index (CCRPI). The study… (more)

▼ The purpose of the study was to measure Georgia school superintendents’ perceived goal alignment to the College and Career Ready Performance Index (CCRPI). The study took place during the accountability shift outlined in Georgia’s approved waiver from the Elementary and Secondary Education Act (2012) and in the context of many school districts using balanced scorecards to measure performance on district goals. Within the study, perceptual data from school superintendents were collected and analyzed on the topics of accountability alignment to the CCRPI and self-reported demographics. Superintendents also reported about the systems that their school districts used to manage performance goals, and alignment levels were compared. The researcher designed a confidential survey to collect data on CCRPI alignment levels and demographic variables of interest. Independent variables including school district and superintendent characteristics were divided by levels or categories, while a 7-point Likert scale was used to measure the dependent variable: perceived alignment to the CCRPI. Survey items also targeted perceived alignment to certain subcategories in the CCRPI (achievement, post high school readiness, progress, and achievement gap). Internal consistency measures were implemented before and after the data collection process. A quantitative approach was used to display the degree to which the sample of 72 participating superintendents was representative of Georgia superintendents as a whole. Analysis of Variance (ANOVA) calculations were used to test for mean differences between superintendents who used balanced scorecards as compared to superintendents who used other performance management systems, and perceived alignment was measured across demographic and performance management categories. While superintendents, in general, reported goal alignment to the CCRPI, perceived alignment to the subcategory of achievement was reported at a greater level than post high school readiness, progress, and achievement gap. When analyzing superintendent and school district demographics, there were no differences in perceived CCRPI alignment, and there were no significant differences between balanced scorecard and non-balanced scorecards users. Advisors/Committee Members: Sally J. Zepeda.

Subjects/Keywords: Accountability

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APA (6^th Edition):

Robinson, J. B. (2015). A study of Georgia school districts’ balanced scorecard alignment to the College and Career Ready Performance Index. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/robinson_jared_b_201505_edd

Chicago Manual of Style (16^th Edition):

Robinson, Jared Bryant. “A study of Georgia school districts’ balanced scorecard alignment to the College and Career Ready Performance Index.” 2015. Doctoral Dissertation, University of Georgia. Accessed February 20, 2020. http://purl.galileo.usg.edu/uga_etd/robinson_jared_b_201505_edd.

MLA Handbook (7^th Edition):

Robinson, Jared Bryant. “A study of Georgia school districts’ balanced scorecard alignment to the College and Career Ready Performance Index.” 2015. Web. 20 Feb 2020.

Vancouver:

Robinson JB. A study of Georgia school districts’ balanced scorecard alignment to the College and Career Ready Performance Index. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 Feb 20]. Available from: http://purl.galileo.usg.edu/uga_etd/robinson_jared_b_201505_edd.

Council of Science Editors:

Robinson JB. A study of Georgia school districts’ balanced scorecard alignment to the College and Career Ready Performance Index. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/robinson_jared_b_201505_edd

University of Georgia

3. Nezhina, Tamara G. The Sarbanes-Oxley Act and the nonprofit sector: a study of unintended impact.

Degree: PhD, Public Administration, 2007, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/nezhina_tamara_g_200708_phd

► The Sarbanes-Oxley Act was passed by the U.S. Congress in 2002 in the aftermath of well-publicized scandals in the for-profit world. The Act was intended… (more)

▼ The Sarbanes-Oxley Act was passed by the U.S. Congress in 2002 in the aftermath of well-publicized scandals in the for-profit world. The Act was intended to improve accountability and transparency in for-profit corporations and deter future abuses. Although SOX was not binding on nonprofit organizations, anecdotal evidence suggests widespread consideration and adoption of SOX by these organizations. However, to understand SOX adoption by the nonprofit sector, more systematic studies are needed. The goal of the study is threefold: (1) to understand the depth of penetration of SOX rules into nonprofit management and governance practices, (2) to explain the voluntary compliance of nonprofits with SOX, and, (3) to determine positive and negative effects of SOX in nonprofit organizations. This study investigates the impact of SOX on nonprofit organizations through the quantitative analysis of the original data collected by surveying the representative sample of public charity organizations. The data analysis employs Poisson and negative binomial regressions to explain SOX adoption and effects in nonprofit organizations. The study was informed by the following organizational behavior theories: (1) resource dependence theory, (2) internal determinants theory; (3) diffusion of innovation theory, and, (4) the anticipatory accountability model. These theories were chosen because they best explain the voluntary adoption of SOX by nonprofit organizations. These theories define external and internal factors that were expected to influence nonprofit leaders’ adoption decisions. This dissertation examines the unintended SOX spillover effects to the nonprofit sector, and reveals that nonprofit organizations adopt SOX differently. Although the extent of SOX adoption is not great, it is large enough to warrant scholarly attention. The results of the quantitative and qualitative analyses demonstrate that nonprofit organizations adopt SOX voluntarily and experience both positive and negative effects. The voluntary SOX adoption by nonprofits provides the evidence that the unintended SOX spillover is happening in the nonprofit sector. The theoretical and practical implications of the public policy spillover on the untargeted subjects - the universe of nonprofit organizations are discussed, and new directions for the future public policy spillover research are suggested. Advisors/Committee Members: Jerome S. Legge.

Subjects/Keywords: accountability

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APA (6^th Edition):

Nezhina, T. G. (2007). The Sarbanes-Oxley Act and the nonprofit sector: a study of unintended impact. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/nezhina_tamara_g_200708_phd

Chicago Manual of Style (16^th Edition):

Nezhina, Tamara G. “The Sarbanes-Oxley Act and the nonprofit sector: a study of unintended impact.” 2007. Doctoral Dissertation, University of Georgia. Accessed February 20, 2020. http://purl.galileo.usg.edu/uga_etd/nezhina_tamara_g_200708_phd.

MLA Handbook (7^th Edition):

Nezhina, Tamara G. “The Sarbanes-Oxley Act and the nonprofit sector: a study of unintended impact.” 2007. Web. 20 Feb 2020.

Vancouver:

Nezhina TG. The Sarbanes-Oxley Act and the nonprofit sector: a study of unintended impact. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2020 Feb 20]. Available from: http://purl.galileo.usg.edu/uga_etd/nezhina_tamara_g_200708_phd.

Council of Science Editors:

Nezhina TG. The Sarbanes-Oxley Act and the nonprofit sector: a study of unintended impact. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/nezhina_tamara_g_200708_phd

University of Ghana

4. Sey, E.E. The Recursive Interaction of Structure and Action in Public Accountability in Ghana .

Degree: 2018, University of Ghana

URL: http://ugspace.ug.edu.gh/handle/123456789/33749

► Public organizations in Africa continue to experience public accountability challenges despite introducing organizational controls intended to serve as public accountability mechanisms. Studies on public accountability… (more)

▼ Public organizations in Africa continue to experience public accountability challenges despite introducing organizational controls intended to serve as public accountability mechanisms. Studies on public accountability challenges have explored, separately, the influence of public accountability mechanisms and socio-cultural expectations on bureaucrats’ decisions, but few have explored their joint influence on bureaucrats’ decisions. The objective of the study was to understand how bureaucrats in Ghanaian public organizations respond to the tension between formal organizational controls and informal sociocultural expectations, especially in exercising personal judgement or discretion, and unearth a theory that could deepen understanding of persistent accountability challenges in public organizations in Ghana. Grounded theory methodology was used. The study adopted the logic of appropriateness as a conceptual framework within which to examine values and expectations as a component of structure. Findings revealed that directors respond to the tension by informally integrating sociocultural expectations into their public decisions. Findings suggested Giddens (1984)’s Structuration Theory as the theory at play in the persistent accountability challenges in public organizations in Ghana, in that when public accountability mechanisms are introduced into a country without reconciling them with existing societal values and mechanisms, the society develops conflicted expectations. The more public officials find ways to meet those conflicted expectations, the more the society expects them to do so. This creates a recursive cycle between society’s expectations and public officials’ actions. Strengthening of PAMs if not reconciled with societal values, maintains the cycle. It is recommended that policy makers engage the Ghanaian society in a series of dialogues towards the reconciliation of public accountability values and socio-cultural values about accountability.

Subjects/Keywords: Accountability; Public Accountability; Ghana

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APA (6^th Edition):

Sey, E. E. (2018). The Recursive Interaction of Structure and Action in Public Accountability in Ghana . (Doctoral Dissertation). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/33749

Chicago Manual of Style (16^th Edition):

Sey, E E. “The Recursive Interaction of Structure and Action in Public Accountability in Ghana .” 2018. Doctoral Dissertation, University of Ghana. Accessed February 20, 2020. http://ugspace.ug.edu.gh/handle/123456789/33749.

MLA Handbook (7^th Edition):

Sey, E E. “The Recursive Interaction of Structure and Action in Public Accountability in Ghana .” 2018. Web. 20 Feb 2020.

Vancouver:

Sey EE. The Recursive Interaction of Structure and Action in Public Accountability in Ghana . [Internet] [Doctoral dissertation]. University of Ghana; 2018. [cited 2020 Feb 20]. Available from: http://ugspace.ug.edu.gh/handle/123456789/33749.

Council of Science Editors:

Sey EE. The Recursive Interaction of Structure and Action in Public Accountability in Ghana . [Doctoral Dissertation]. University of Ghana; 2018. Available from: http://ugspace.ug.edu.gh/handle/123456789/33749

University of Georgia

5. Bewley, Marsha Lynn. Examining a model of ratee accountability within a multi-source feedback system.

Degree: PhD, Psychology, 2002, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/bewley_marsha_l_200208_phd

► Organizations are increasingly using multi-source feedback (MSF) assessments for leadership development and organizational change efforts. However, some studies indicate that MSF may not lead to… (more)

Subjects/Keywords: Accountability

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APA (6^th Edition):

Bewley, M. L. (2002). Examining a model of ratee accountability within a multi-source feedback system. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bewley_marsha_l_200208_phd

Chicago Manual of Style (16^th Edition):

Bewley, Marsha Lynn. “Examining a model of ratee accountability within a multi-source feedback system.” 2002. Doctoral Dissertation, University of Georgia. Accessed February 20, 2020. http://purl.galileo.usg.edu/uga_etd/bewley_marsha_l_200208_phd.

MLA Handbook (7^th Edition):

Bewley, Marsha Lynn. “Examining a model of ratee accountability within a multi-source feedback system.” 2002. Web. 20 Feb 2020.

Vancouver:

Bewley ML. Examining a model of ratee accountability within a multi-source feedback system. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2020 Feb 20]. Available from: http://purl.galileo.usg.edu/uga_etd/bewley_marsha_l_200208_phd.

Council of Science Editors:

Bewley ML. Examining a model of ratee accountability within a multi-source feedback system. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/bewley_marsha_l_200208_phd

University of Georgia

6. Bond, Beverly Allen. High-stakes testing : issues under debate in political and educational arenas.

Degree: EdD, Educational Leadership, 2002, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/bond_beverly_a_200208_edd

► Recent accountability-based educational reform packages have widely used test scores as “evidence” to determine crucial decisions regarding achievement, placement, and promotion of students; and funding,… (more)

Subjects/Keywords: Accountability

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APA (6^th Edition):

Bond, B. A. (2002). High-stakes testing : issues under debate in political and educational arenas. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bond_beverly_a_200208_edd

Chicago Manual of Style (16^th Edition):

Bond, Beverly Allen. “High-stakes testing : issues under debate in political and educational arenas.” 2002. Doctoral Dissertation, University of Georgia. Accessed February 20, 2020. http://purl.galileo.usg.edu/uga_etd/bond_beverly_a_200208_edd.

MLA Handbook (7^th Edition):

Bond, Beverly Allen. “High-stakes testing : issues under debate in political and educational arenas.” 2002. Web. 20 Feb 2020.

Vancouver:

Bond BA. High-stakes testing : issues under debate in political and educational arenas. [Internet] [Doctoral dissertation]. University of Georgia; 2002. [cited 2020 Feb 20]. Available from: http://purl.galileo.usg.edu/uga_etd/bond_beverly_a_200208_edd.

Council of Science Editors:

Bond BA. High-stakes testing : issues under debate in political and educational arenas. [Doctoral Dissertation]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/bond_beverly_a_200208_edd

University of Georgia

7. Lovett, Colbert Ladel. Policy implementation of state graduation requirements in a rural high school.

Degree: EdD, Higher Education, 2013, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/lovett_colbert_l_201312_edd

► “Policy Implementation of State Graduation Requirements in a Rural High School” is a case study of how state education policy reform on student achievement is… (more)

Subjects/Keywords: Educational accountability

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APA (6^th Edition):

Lovett, C. L. (2013). Policy implementation of state graduation requirements in a rural high school. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lovett_colbert_l_201312_edd

Chicago Manual of Style (16^th Edition):

Lovett, Colbert Ladel. “Policy implementation of state graduation requirements in a rural high school.” 2013. Doctoral Dissertation, University of Georgia. Accessed February 20, 2020. http://purl.galileo.usg.edu/uga_etd/lovett_colbert_l_201312_edd.

MLA Handbook (7^th Edition):

Lovett, Colbert Ladel. “Policy implementation of state graduation requirements in a rural high school.” 2013. Web. 20 Feb 2020.

Vancouver:

Lovett CL. Policy implementation of state graduation requirements in a rural high school. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2020 Feb 20]. Available from: http://purl.galileo.usg.edu/uga_etd/lovett_colbert_l_201312_edd.

Council of Science Editors:

Lovett CL. Policy implementation of state graduation requirements in a rural high school. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/lovett_colbert_l_201312_edd

University of Georgia

8. Wearne, Eric Sean. Creating and sustaining charter schools in the state of Georgia : policies, obstacles, and technical issues.

Degree: MA, English Education, 2002, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/wearne_eric_s_200212_ma

► The purpose of this study was to research charter school resource sites from various organizations, education departments and universities around the United States, and to… (more)

Subjects/Keywords: Accountability

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APA (6^th Edition):

Wearne, E. S. (2002). Creating and sustaining charter schools in the state of Georgia : policies, obstacles, and technical issues. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wearne_eric_s_200212_ma

Chicago Manual of Style (16^th Edition):

Wearne, Eric Sean. “Creating and sustaining charter schools in the state of Georgia : policies, obstacles, and technical issues.” 2002. Masters Thesis, University of Georgia. Accessed February 20, 2020. http://purl.galileo.usg.edu/uga_etd/wearne_eric_s_200212_ma.

MLA Handbook (7^th Edition):

Wearne, Eric Sean. “Creating and sustaining charter schools in the state of Georgia : policies, obstacles, and technical issues.” 2002. Web. 20 Feb 2020.

Vancouver:

Wearne ES. Creating and sustaining charter schools in the state of Georgia : policies, obstacles, and technical issues. [Internet] [Masters thesis]. University of Georgia; 2002. [cited 2020 Feb 20]. Available from: http://purl.galileo.usg.edu/uga_etd/wearne_eric_s_200212_ma.

Council of Science Editors:

Wearne ES. Creating and sustaining charter schools in the state of Georgia : policies, obstacles, and technical issues. [Masters Thesis]. University of Georgia; 2002. Available from: http://purl.galileo.usg.edu/uga_etd/wearne_eric_s_200212_ma

Addis Ababa University

9. Ermias, Emiru. The role of Social Accountability program in community empowerment the case of Addis Ababa Women Association social accountability program .

Degree: 2014, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/8047

► This research has dealt with the role of Social Accountability Program implemented by Addis Ababa Women Association towards community empowerment. Through quantitative and qualitative data… (more)

Subjects/Keywords: Accountability; Empowerment.

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APA (6^th Edition):

Ermias, E. (2014). The role of Social Accountability program in community empowerment the case of Addis Ababa Women Association social accountability program . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/8047

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ermias, Emiru. “The role of Social Accountability program in community empowerment the case of Addis Ababa Women Association social accountability program .” 2014. Thesis, Addis Ababa University. Accessed February 20, 2020. http://etd.aau.edu.et/dspace/handle/123456789/8047.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ermias, Emiru. “The role of Social Accountability program in community empowerment the case of Addis Ababa Women Association social accountability program .” 2014. Web. 20 Feb 2020.

Vancouver:

Ermias E. The role of Social Accountability program in community empowerment the case of Addis Ababa Women Association social accountability program . [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2020 Feb 20]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/8047.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ermias E. The role of Social Accountability program in community empowerment the case of Addis Ababa Women Association social accountability program . [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/8047

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

10. AWEL, AHMED. PARLIAMENTARY OVERSIGHT AND ITS ROLE IN ENSURING CONSTITUTIONALISM AND ACCOUNTABILITY UNDER THE FDRE CONSTITUTION .

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/1478

► Parliamentary oversight is neglected area of research in many jurisdictions and there is very limited discussion on the area. The situation in Ethiopia is not… (more)

▼ Parliamentary oversight is neglected area of research in many jurisdictions and there is very limited discussion on the area. The situation in Ethiopia is not exception in this regard and it is totally neglected. Democratic government is characterized by transparency and accountability. The primary responsibility in this regard falls on the shoulder of the parliament. The parliament has the power and the mandate to oversight the executives to ensure their policy and action commensurate with the need of society. By the advent of modern parliaments, the legislative prerogative was the basic right to scrutinize government actions. The legislature, often conceived as the forum of the nation, acts as custodian of the electorate’s trust. As such, it is tasked with ensuring executive accountability through a rigorous parliamentary process that invariably assesses the performance of Cabinet Ministers and their departments. However, nowadays; the lawmakers do not seem to attach the same importance to this activity seeing it as a secondary function. In this thesis the focus is assessing whether parliamentary oversight in Ethiopia (at the federal level) is effective in ensuring constitutionalism and accountability. To this end, the issue of the possible tools of parliamentary oversight that available to the House of Peoples Representative and the factors affecting parliamentary oversight in Ethiopia also to be dealt. The FDRE constitution empowers the House of Peoples Representative to call and question any government officials including the PM and may take any measures it deems necessary. Likewise, proclamation No.470/2005 and Regulation No.3/2006 also empowers the HPR to oversee the executive’s overall actions and activities. Thus, this research aims at examining whether the existing Ethiopian parliament is effective in discharging its constitutional mandate of overseeing the executive and to what extent oversight ensures constitutionalism and accountability. The study examines the tools that the House uses in conducting oversight and most importantly factors affecting parliamentary oversight. The study will be conducted by analyzing pertinent laws and with theoretical and practical analysis. Accordingly, the writer argues that the existing Ethiopian parliament is ineffective in conducting effective parliamentary oversight. Thus, objective of oversight which the regulation provides, ensuring constitutionalism, rule of law and accountability among other things remain in question. At the federal level, (in Ethiopia in general) there are different factors hindering the parliament’s oversight function. Among this factor most importantly the party system (one party domination), lack of understanding of the significance of oversight by the MP, inadequate resources like financial constraint, experts and lack of commitment and the status of legislative- executive relation are among the challenges of parliamentary oversight. Advisors/Committee Members: ATO ABERRA DEGEFA (Ass. Professor) (advisor).

Subjects/Keywords: CONSTITUTIONALISM; ACCOUNTABILITY

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APA (6^th Edition):

AWEL, A. (2012). PARLIAMENTARY OVERSIGHT AND ITS ROLE IN ENSURING CONSTITUTIONALISM AND ACCOUNTABILITY UNDER THE FDRE CONSTITUTION . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/1478

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

AWEL, AHMED. “PARLIAMENTARY OVERSIGHT AND ITS ROLE IN ENSURING CONSTITUTIONALISM AND ACCOUNTABILITY UNDER THE FDRE CONSTITUTION .” 2012. Thesis, Addis Ababa University. Accessed February 20, 2020. http://etd.aau.edu.et/dspace/handle/123456789/1478.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

AWEL, AHMED. “PARLIAMENTARY OVERSIGHT AND ITS ROLE IN ENSURING CONSTITUTIONALISM AND ACCOUNTABILITY UNDER THE FDRE CONSTITUTION .” 2012. Web. 20 Feb 2020.

Vancouver:

AWEL A. PARLIAMENTARY OVERSIGHT AND ITS ROLE IN ENSURING CONSTITUTIONALISM AND ACCOUNTABILITY UNDER THE FDRE CONSTITUTION . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2020 Feb 20]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/1478.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

AWEL A. PARLIAMENTARY OVERSIGHT AND ITS ROLE IN ENSURING CONSTITUTIONALISM AND ACCOUNTABILITY UNDER THE FDRE CONSTITUTION . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/1478

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

NSYSU

11. Yu, Chin-Fang. none.

Degree: Master, Public Affairs Management, 2000, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0707100-154902

Subjects/Keywords: Accountability

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APA (6^th Edition):

Yu, C. (2000). none. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0707100-154902

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Yu, Chin-Fang. “none.” 2000. Thesis, NSYSU. Accessed February 20, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0707100-154902.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Yu, Chin-Fang. “none.” 2000. Web. 20 Feb 2020.

Vancouver:

Yu C. none. [Internet] [Thesis]. NSYSU; 2000. [cited 2020 Feb 20]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0707100-154902.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yu C. none. [Thesis]. NSYSU; 2000. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0707100-154902

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Wells, Stephanie McClung. A phenomenological inquiry into being a middle school principal in a high stakes testing era.

Degree: PhD, Middle School Education, 2013, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/wells_stephanie_m_201305_phd

► No Child Left Behind as well as current accountability mandates and policies have had profound influence on schools. Although the influence of these policies on… (more)

Subjects/Keywords: Accountability

…accountability era. “You can’t lose hope, because your job is to create hope. Hope for teachers… …research question is : What is it to find oneself as a principal in the high accountability, high… …accountability have primarily focused on the impact on teachers without adequately examining the… …accountability had a profound impact on me as a researcher. I felt that foregrounding my subjectivities… …the pressure of the accountability and high stakes that came with No Child Left Behind. This…

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APA (6^th Edition):

Wells, S. M. (2013). A phenomenological inquiry into being a middle school principal in a high stakes testing era. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wells_stephanie_m_201305_phd

Chicago Manual of Style (16^th Edition):

Wells, Stephanie McClung. “A phenomenological inquiry into being a middle school principal in a high stakes testing era.” 2013. Doctoral Dissertation, University of Georgia. Accessed February 20, 2020. http://purl.galileo.usg.edu/uga_etd/wells_stephanie_m_201305_phd.

MLA Handbook (7^th Edition):

Wells, Stephanie McClung. “A phenomenological inquiry into being a middle school principal in a high stakes testing era.” 2013. Web. 20 Feb 2020.

Vancouver:

Wells SM. A phenomenological inquiry into being a middle school principal in a high stakes testing era. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2020 Feb 20]. Available from: http://purl.galileo.usg.edu/uga_etd/wells_stephanie_m_201305_phd.

Council of Science Editors:

Wells SM. A phenomenological inquiry into being a middle school principal in a high stakes testing era. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/wells_stephanie_m_201305_phd

University of Otago

13. Porter, Daniel. Local Government Accountability: An Investigation Into Local Government Processes Of Assurance In The Context Of The Dunedin Stadium .

Degree: 2011, University of Otago

URL: http://hdl.handle.net/10523/2031

► Stadiums generate intense politicking from both proponents and opponents alike and as Eisinger (2000) notes: “no other type of major capital expenditure – not for… (more)

▼ Stadiums generate intense politicking from both proponents and opponents alike and as Eisinger (2000) notes: “no other type of major capital expenditure – not for roads, schools, wastewater treatment facilities, public buildings, jails, or sewers – has the potential to generate such intense divisions in local politics” (p. 328). This study investigated accountability from the perspective of local government in the context of a stadium development in Dunedin. Specifically the purpose of this thesis was to analyse local government processes of assurance to meet the terms of the Local Government Act (2002). The significance of this study lies in: 1) understanding how accountability is manifest under extenuating circumstances, 2) observing the local government connections (or disconnections) with its community given the objectives of the Act and, 3) providing a template for other local authorities to understand how their accountability requirements could be met. The present research utilizes two variants of institutional theory (historical and rational choice institutionalism) and draws specifically from Lowndes’ (2005) understandings of local government as an institutional matrix. In addition to the analysis of relevant texts (e.g., legislation, council minutes, reports, media, etc.), interviews were conducted with both Chief Executives from the city and regional councils and the city’s Manager of Finance and Corporate Support. As institutional entrepreneurs, their perspectives were sought regarding the ambiguities in the ‘rules of the game’ and the potential for these ambiguities to result in measures of assurance to manage risk/blame. Analysis of documents and interviews was focused on the processes used by local authorities to assure that public authority and resources are used in ways that ensured due process under the LGA (Aucoin & Heintzman, 2000). Through analysis of relevant data, this thesis yielded three main findings. Firstly, Chief Executives were acutely aware of the processes required to enable due process and with this knowledge they held distinct positions of power that enabled path dependencies to develop. Previous decisions, such as distilling one proposal from six stadium options in less than a week revealed a ‘locked in’ decision making process that firmly placed the local authority on one set policy path. Secondly, the city council’s desire to reduce the direct burden on the ratepayer empowered Chief Executives to conjure complex stadium efficiencies that mirrored Lownde’s (2005) institutional matrix. Such a matrix, while solving the rates burden presented long term implications as public accountability turned opaque through the establishment of a Council Controlled Trading Organisation (CCTO). Finally, the processes of assurance came at a relatively high cost where six years was spent assuring the public of due process. It is argued that local government processes have wasted public resources, trading off public accountability for entrepreneurial arrangements and “faustian efficiencies”… Advisors/Committee Members: Sam, Mike (advisor).

Subjects/Keywords: Accountability; Stadium

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APA (6^th Edition):

Porter, D. (2011). Local Government Accountability: An Investigation Into Local Government Processes Of Assurance In The Context Of The Dunedin Stadium . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/2031

Chicago Manual of Style (16^th Edition):

Porter, Daniel. “Local Government Accountability: An Investigation Into Local Government Processes Of Assurance In The Context Of The Dunedin Stadium .” 2011. Masters Thesis, University of Otago. Accessed February 20, 2020. http://hdl.handle.net/10523/2031.

MLA Handbook (7^th Edition):

Porter, Daniel. “Local Government Accountability: An Investigation Into Local Government Processes Of Assurance In The Context Of The Dunedin Stadium .” 2011. Web. 20 Feb 2020.

Vancouver:

Porter D. Local Government Accountability: An Investigation Into Local Government Processes Of Assurance In The Context Of The Dunedin Stadium . [Internet] [Masters thesis]. University of Otago; 2011. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/10523/2031.

Council of Science Editors:

Porter D. Local Government Accountability: An Investigation Into Local Government Processes Of Assurance In The Context Of The Dunedin Stadium . [Masters Thesis]. University of Otago; 2011. Available from: http://hdl.handle.net/10523/2031

14. Oshiro, Claudia Hiromi. Efeito do pagamento de bônus aos professores sobre a proficiência escolar.

Degree: Mestrado, Economia Aplicada, 2012, University of São Paulo

URL: http://www.teses.usp.br/teses/disponiveis/96/96131/tde-17042012-161016/ ;

►

Um dos grandes desafios brasileiros é a melhora do sistema educacional. Embora um avanço considerável tenha ocorrido no que diz respeito ao acesso a escola… (more)

▼

Um dos grandes desafios brasileiros é a melhora do sistema educacional. Embora um avanço considerável tenha ocorrido no que diz respeito ao acesso a escola nas últimas duas décadas, a qualidade do ensino ainda se encontra num nível muito aquém do desejado. Uma das alternativas de política para se alterar esse quadro consiste na responsabilização dos educadores pelo desempenho dos alunos, seja por meio apenas de divulgação pública dos resultados dos estudantes ou adicionando prêmios ou sanções como incentivo ao esforço. A maioria dos trabalhos que avalia programas de responsabilização em diversos países indica efeito positivo sobre o desempenho escolar, mas esse resultado não é um consenso, já que alguns trabalhos não encontraram impacto desse tipo de política. Para o caso brasileiro, ainda existem poucos estudos empíricos que procuram avaliar as políticas de responsabilização. Diante disso, o objetivo deste trabalho é fazer uma avaliação do efeito do programa de bonificação de professores do estado de São Paulo sobre o desempenho escolar dos alunos. Os métodos de Propensity Score Matching e Diferenças em Diferenças foram utilizados para medir o impacto do programa sobre as notas médias das escolas. Foram encontrados efeitos positivos e significativos para Matemática (6 pontos na escala SAEB) e Português (3 pontos na mesma escala) para a quarta série do ensino fundamental. Não foram encontrados efeitos para a oitava série. Os resultados se mostraram robustos a especificação de diferentes grupos de controle.

One of the biggest brazilian´s challenges is the improvement of educational system. Although considerable progress has occurred with regard to access to school in the last two decades, the quality of education is still very low level compared to other countries. One of the alternatives of policy to change this situation is the responsibility of educators for the student performances whether through public disclosure of the results or giving bonuses or penalties as an incentive to effort. Many studies of accountability programs in several countries indicated a positive effect on student grades, but it is not a general agreement, since some studies found no impact of such policy. In the brazilian case, there are few empirical studies measuring accountabilities programs. Thus, the objective of this study is to evaluate the effect of the bonus program for teachers in the state of Sao Paulo over proficiency of students. Methods of Propensity Score Matching and Difference in Differences were used to measure the program\'s impact on the average scores of schools. We found positive and significant effects on tests of Math (6 points in Saeb scale) and Lecture (3 points in the same scale) for the fourth grade. We didn´t find any effects for eighth grade of elementary school. These results are robust to different control groups.

Advisors/Committee Members: Scorzafave, Luiz Guilherme Dacar da Silva.

Subjects/Keywords: Accountability; Accountability; Bonus; Bônus; Educação; Education

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APA (6^th Edition):

Oshiro, C. H. (2012). Efeito do pagamento de bônus aos professores sobre a proficiência escolar. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/96/96131/tde-17042012-161016/ ;

Chicago Manual of Style (16^th Edition):

Oshiro, Claudia Hiromi. “Efeito do pagamento de bônus aos professores sobre a proficiência escolar.” 2012. Masters Thesis, University of São Paulo. Accessed February 20, 2020. http://www.teses.usp.br/teses/disponiveis/96/96131/tde-17042012-161016/ ;.

MLA Handbook (7^th Edition):

Oshiro, Claudia Hiromi. “Efeito do pagamento de bônus aos professores sobre a proficiência escolar.” 2012. Web. 20 Feb 2020.

Vancouver:

Oshiro CH. Efeito do pagamento de bônus aos professores sobre a proficiência escolar. [Internet] [Masters thesis]. University of São Paulo; 2012. [cited 2020 Feb 20]. Available from: http://www.teses.usp.br/teses/disponiveis/96/96131/tde-17042012-161016/ ;.

Council of Science Editors:

Oshiro CH. Efeito do pagamento de bônus aos professores sobre a proficiência escolar. [Masters Thesis]. University of São Paulo; 2012. Available from: http://www.teses.usp.br/teses/disponiveis/96/96131/tde-17042012-161016/ ;

University of Ghana

15. Acheampong, J.O. Facilitators and Limitations to Effective Vertical Accountability in Ghana: The Case of Selected Ministries .

Degree: 2019, University of Ghana

URL: http://ugspace.ug.edu.gh/handle/123456789/34344

► Across the globe, there has been a recurrent demand for accountability by citizens and this has spearheaded the waves of public sector reforms conducted by… (more)

Subjects/Keywords: Agency Theory; Vertical Accountability; Accountability Relationship

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APA (6^th Edition):

Acheampong, J. O. (2019). Facilitators and Limitations to Effective Vertical Accountability in Ghana: The Case of Selected Ministries . (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/34344

Chicago Manual of Style (16^th Edition):

Acheampong, J O. “Facilitators and Limitations to Effective Vertical Accountability in Ghana: The Case of Selected Ministries .” 2019. Masters Thesis, University of Ghana. Accessed February 20, 2020. http://ugspace.ug.edu.gh/handle/123456789/34344.

MLA Handbook (7^th Edition):

Acheampong, J O. “Facilitators and Limitations to Effective Vertical Accountability in Ghana: The Case of Selected Ministries .” 2019. Web. 20 Feb 2020.

Vancouver:

Acheampong JO. Facilitators and Limitations to Effective Vertical Accountability in Ghana: The Case of Selected Ministries . [Internet] [Masters thesis]. University of Ghana; 2019. [cited 2020 Feb 20]. Available from: http://ugspace.ug.edu.gh/handle/123456789/34344.

Council of Science Editors:

Acheampong JO. Facilitators and Limitations to Effective Vertical Accountability in Ghana: The Case of Selected Ministries . [Masters Thesis]. University of Ghana; 2019. Available from: http://ugspace.ug.edu.gh/handle/123456789/34344

Texas A&M University

16. Cruz, Gerardo G. The Impact of a High Stakes Accountability System on Instructional Practices as Perceived by South Texas High School Principals.

Degree: 2011, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-529

► The purpose of this study was to examine the perceptions of high school principals? regarding the impact of a high stakes accountability system on instructional… (more)

▼ The purpose of this study was to examine the perceptions of high school principals? regarding the impact of a high stakes accountability system on instructional practices. The study assessed the differences in perception and influencing factors about the impact of a high stakes accountability system between and among high school principals based on campus ratings and selected demographic variables. The data for this quantitative study were obtained from a 59-question survey instrument given to high school principals from 37 school districts selected from Region I of the Texas Education Service Center and 42 school districts selected from Region XX of the Texas Education Service Center. The researcher collected 92 completed surveys, or 72% of the sample. An analysis of the data found that high school principals did indicate perceived changes to some instructional practices. The data showed a perceived increase in the use of problem-solving activities, open response questions, writing assignments, creative/critical thinking questions, peer or cross-age tutoring, interdisciplinary instruction, facilitating/coaching, collaborative/team-teaching, modeling, cooperative learning/group work, computers/educational software, calculators, computers, internet and/or on-line research service, lab equipment, and manipulatives. Principals also indicated a perceived decrease in the use of work sheets, true-false questions; textbook based assignments, lecturing, and the use of textbooks. In addition, the data showed that high school principals' perceived changes to instructional practices were influenced most by two factors: an "interest in avoiding sanctions at my school," and an "interest in helping my students attain TAKS scores that will allow them to graduate." The information obtained from this study can be used by researchers, educators and all stakeholders to ensure implementation of instructional practices leading to student achievement on high-stakes tests. Advisors/Committee Members: Hoyle, John R. (advisor), Gonzalez, Humberto (advisor), Collier, Virginia S. (committee member), Torres, Mario S. (committee member), Guerra, Cathy (committee member).

Subjects/Keywords: accountability instructional practices

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APA (6^th Edition):

Cruz, G. G. (2011). The Impact of a High Stakes Accountability System on Instructional Practices as Perceived by South Texas High School Principals. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-529

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cruz, Gerardo G. “The Impact of a High Stakes Accountability System on Instructional Practices as Perceived by South Texas High School Principals.” 2011. Thesis, Texas A&M University. Accessed February 20, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-529.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cruz, Gerardo G. “The Impact of a High Stakes Accountability System on Instructional Practices as Perceived by South Texas High School Principals.” 2011. Web. 20 Feb 2020.

Vancouver:

Cruz GG. The Impact of a High Stakes Accountability System on Instructional Practices as Perceived by South Texas High School Principals. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-529.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cruz GG. The Impact of a High Stakes Accountability System on Instructional Practices as Perceived by South Texas High School Principals. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-529

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Victoria University of Wellington

17. Szabo, Claire. The Not-For-Profit Chief Executive: An Insider View.

Degree: 2010, Victoria University of Wellington

URL: http://hdl.handle.net/10063/4494

► Running a not-for-profit (NFP) organisation is not a straight-forward task. The Chief Executive (CE) must deliver on promises to the Board and members, meet the… (more)

▼ Running a not-for-profit (NFP) organisation is not a straight-forward task. The Chief Executive (CE) must deliver on promises to the Board and members, meet the needs of funders, coordinate with partner organisations, lead staff, and ensure that services to clients are effective. The NFP CE leads her organisation through a maze of separate, overlapping and occasionally colliding stakeholder interests. In this study, I investigate in theory and practice, the ways NFP CEs work within their distinct environment of specific accountabilities to negotiate a viable strategic direction for their organisations. I argue that navigating the accountability landscape is a key feature of NFP leadership. This thesis looks at the question: how do NFP CEs lead effectively? Sub-questions include: what is effective not-for-profit leadership, what are some of the frameworks employed by CEs to navigate their accountabilities, and how do CEs judge the success of their leadership? I present an insider view, based on my own experience as a CE of an NFP organisation, English Language Partners New Zealand (ELPNZ). The thesis traces my research journey as I moved through cycles of theorising, data collection, and reflection. Starting with data from a pilot study, I present results of interviews with five local-level managers regarding their perceptions of accountability. There is notable variety in how the informants in the pilot study describe and rank their accountabilities. Rather than seeing this result as anomalous, I capitalise on differences and uncover multiple accountability conceptualisations. Utilising theoretical categorisations, I note where 'upward' accountabilities to funders compete with 'downward' accountabilities to clients or 'lateral' accountabilities to other sector organisations. With the accountability landscape in mind, I review literature on NFP leadership. Scholarship on leadership has moved away from a focus on great leaders' traits and towards transactional, situational and contextualised models. Borrowing from this evolution in the leadership literature, I posit that the various accountability 'orientations' uncovered in my pilot study could be considered as behaviours in context rather than personal traits; behaviours that may be adaptive within an environment of multiple accountabilities. I employ both autoethnographic techniques and interviews with other CEs to unpack different 'mindscapes' behind NFP leadership in New Zealand. A series of research journals over a two-month period notes the leadership acts I had undertaken with others, my effectiveness, reflections, and learning. Further data were gathered through interviews with four CEs of national, government-funded, membership organisations. The study contributes to both academic and practitioner enquiry. Findings included linkages between organisational accountabilities, and the mechanisms and processes CEs employ to lead their organisations. NFP CEs develop unique descriptions of the groups to whom they account and have individualised conceptualisations of… Advisors/Committee Members: Jones, Deborah.

Subjects/Keywords: Leadership; Responsibility; Accountability

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APA (6^th Edition):

Szabo, C. (2010). The Not-For-Profit Chief Executive: An Insider View. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4494

Chicago Manual of Style (16^th Edition):

Szabo, Claire. “The Not-For-Profit Chief Executive: An Insider View.” 2010. Masters Thesis, Victoria University of Wellington. Accessed February 20, 2020. http://hdl.handle.net/10063/4494.

MLA Handbook (7^th Edition):

Szabo, Claire. “The Not-For-Profit Chief Executive: An Insider View.” 2010. Web. 20 Feb 2020.

Vancouver:

Szabo C. The Not-For-Profit Chief Executive: An Insider View. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/10063/4494.

Council of Science Editors:

Szabo C. The Not-For-Profit Chief Executive: An Insider View. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/4494

University of Rochester

18. Berger, Marcy L. "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol.

Degree: PhD, 2017, University of Rochester

URL: http://hdl.handle.net/1802/33057

► Some of the current policy regarding teacher assessment claims to offer both a way to evaluate teachers' effectiveness as well as a mechanism by which… (more)

Subjects/Keywords: Accountability; Professional development.

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APA (6^th Edition):

Berger, M. L. (2017). "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/33057

Chicago Manual of Style (16^th Edition):

Berger, Marcy L. “"There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol.” 2017. Doctoral Dissertation, University of Rochester. Accessed February 20, 2020. http://hdl.handle.net/1802/33057.

MLA Handbook (7^th Edition):

Berger, Marcy L. “"There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol.” 2017. Web. 20 Feb 2020.

Vancouver:

Berger ML. "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol. [Internet] [Doctoral dissertation]. University of Rochester; 2017. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/1802/33057.

Council of Science Editors:

Berger ML. "There's a little accountability there:" a case study of one school's local creation and implementation of a teacher development and accountability protocol. [Doctoral Dissertation]. University of Rochester; 2017. Available from: http://hdl.handle.net/1802/33057

University of Notre Dame

19. Nara Pavão. The Failures of Electoral Accountability for Corruption: Brazil and Beyond</h1>.

Degree: PhD, Political Science, 2015, University of Notre Dame

URL: https://curate.nd.edu/show/ws859c70g6x

► This dissertation sheds light on why accountability for corruption fails and corrupt politicians survive democratic elections. This study relies on a multi-method approach that… (more)

▼ This dissertation sheds light on why accountability for corruption fails and corrupt politicians survive democratic elections. This study relies on a multi-method approach that brings together quantitative and qualitative data from Brazil as well as a broader set of countries. Challenging prior works on this topic, which focus on the low salience of corruption in voters’ minds, this dissertation shows that even when corruption is a salient issue to voters, responses to corruption are not more clearly observed. Rather than working just like accountability for other components of government performance, accountability for corruption follows a particular dynamic, one that is distinct from accountability for other electoral issues. Accountability for corruption fails because the issue of corruption itself tends to be perceived with cynicism, an attitude characterized by the belief that all politicians and political parties are equally incompetent in dealing with corruption. When voters perceive corruption to be a constant among candidate options, they are likely to overlook this aspect of government performance and base their vote on different issues. This perceived lack of differentiation among available alternatives is a function of actual levels of corruption. When corruption is widespread, more politicians are likely to be implicated in it, which in turn fosters the perception that politicians are indistinguishable when it comes to either fighting corruption or refraining from it. This explanation predicts that electoral accountability for corruption will, ironically, be weakest where it is needed most. Political corruption perpetuates through a self-fulfilling prophecy. While democratic elections and voters may not represent an effective solution to the problem, independent and credible institutions with the legitimate power to enforce efficient punishment for corrupt behavior may change voters’ poor expectations regarding the prospects of corruption in politics and break the vicious cycle of corruption. Advisors/Committee Members: Scott Mainwaring, Research Director.

Subjects/Keywords: corruption accountability elections

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APA (6^th Edition):

Pavão, N. (2015). The Failures of Electoral Accountability for Corruption: Brazil and Beyond</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/ws859c70g6x

Chicago Manual of Style (16^th Edition):

Pavão, Nara. “The Failures of Electoral Accountability for Corruption: Brazil and Beyond</h1>.” 2015. Doctoral Dissertation, University of Notre Dame. Accessed February 20, 2020. https://curate.nd.edu/show/ws859c70g6x.

MLA Handbook (7^th Edition):

Pavão, Nara. “The Failures of Electoral Accountability for Corruption: Brazil and Beyond</h1>.” 2015. Web. 20 Feb 2020.

Vancouver:

Pavão N. The Failures of Electoral Accountability for Corruption: Brazil and Beyond</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2015. [cited 2020 Feb 20]. Available from: https://curate.nd.edu/show/ws859c70g6x.

Council of Science Editors:

Pavão N. The Failures of Electoral Accountability for Corruption: Brazil and Beyond</h1>. [Doctoral Dissertation]. University of Notre Dame; 2015. Available from: https://curate.nd.edu/show/ws859c70g6x

20. Jucá, Ivan Chaves. Suas Excelências, os ficha suja Corrupção e Reeleição na Câmara dos Deputados .

Degree: 2012, Universidade Federal de Pernambuco

URL: http://repositorio.ufpe.br/handle/123456789/10399

► O objetivo dessa disertação é estimar o impacto de escândalos de corrupção sobre a carreira política dos deputados federais durante os dois mandatos do presidente… (more)

Subjects/Keywords: Representação; Accountability; Corrupção

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APA (6^th Edition):

Jucá, I. C. (2012). Suas Excelências, os ficha suja Corrupção e Reeleição na Câmara dos Deputados . (Thesis). Universidade Federal de Pernambuco. Retrieved from http://repositorio.ufpe.br/handle/123456789/10399

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jucá, Ivan Chaves. “Suas Excelências, os ficha suja Corrupção e Reeleição na Câmara dos Deputados .” 2012. Thesis, Universidade Federal de Pernambuco. Accessed February 20, 2020. http://repositorio.ufpe.br/handle/123456789/10399.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jucá, Ivan Chaves. “Suas Excelências, os ficha suja Corrupção e Reeleição na Câmara dos Deputados .” 2012. Web. 20 Feb 2020.

Vancouver:

Jucá IC. Suas Excelências, os ficha suja Corrupção e Reeleição na Câmara dos Deputados . [Internet] [Thesis]. Universidade Federal de Pernambuco; 2012. [cited 2020 Feb 20]. Available from: http://repositorio.ufpe.br/handle/123456789/10399.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jucá IC. Suas Excelências, os ficha suja Corrupção e Reeleição na Câmara dos Deputados . [Thesis]. Universidade Federal de Pernambuco; 2012. Available from: http://repositorio.ufpe.br/handle/123456789/10399

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Illinois – Chicago

21. Bernadska, Ganna Y. Does Self-Regulation Make Nonprofit Organizations More Accountable? Evidence from the U.S. Arts Sector.

Degree: 2019, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/23671

► Self-regulation is a broad term that describes initiatives within the nonprofit sector that establish standards of behavior and performance beyond what is legally required. Adoption… (more)

▼ Self-regulation is a broad term that describes initiatives within the nonprofit sector that establish standards of behavior and performance beyond what is legally required. Adoption of self-regulation signifies the commitment of nonprofit organizations to accountable management practices. But does the intent to improve accountability translate into measurable results? Do adopters of self-regulation score better on important indicators of accountability than non-adopters? This study seeks to answer these questions by bringing empirical evidence from the nonprofit arts sector. For the purposes of the study, DataArts is chosen as a self-regulation mechanism; accountability is defined as answerability for results and measured along three dimensions: financial, organizational, and mission. Data for the study come from a survey of arts organizations in five Midwestern states and follow-up interviews with survey respondents. Although the study shows that a single self-regulation mechanism even in combination with several organizational factors is unlikely to predict such a complex phenomenon as accountability, it takes us a step further toward understanding why self-regulation may fail to achieve its results. The quantitative results show high baseline levels of accountability of both adopters and non-adopters of DataArts in the survey sample suggesting that the concerns about the ineffectiveness of existing oversight of nonprofit organizations may be exaggerated. Gains in accountability associated with self-regulation are more visible when the accountability baseline is low. When the accountability baseline is high, the gains are harder to detect. The qualitative findings suggest that coercive adoption, burdensome implementation, limited resources, lack of instrumental motivation, and continuing lack of clarity about what non-profit organizations are accountable for may affect the outcomes of self-regulation. Furthermore, the study reveals that in the arts sector, understanding of accountability goes beyond the pragmatic concerns about transparent reporting and efficiency; it includes, among other aspects, aesthetics and sustainability, the elements reflective of arts organizations’ core mission of nurturing creativity for the benefit of community members and society at large. How this expanded concept of accountability can be measured is a question for future research. Advisors/Committee Members: LeRoux , Kelly (advisor), Johnson, Timothy (committee member), Siciliano, Michael (committee member), Thompson, James (committee member), Moldavanova, Alisa (committee member), LeRoux , Kelly (chair).

Subjects/Keywords: Nonprofit; accountability; arts

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APA (6^th Edition):

Bernadska, G. Y. (2019). Does Self-Regulation Make Nonprofit Organizations More Accountable? Evidence from the U.S. Arts Sector. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/23671

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bernadska, Ganna Y. “Does Self-Regulation Make Nonprofit Organizations More Accountable? Evidence from the U.S. Arts Sector.” 2019. Thesis, University of Illinois – Chicago. Accessed February 20, 2020. http://hdl.handle.net/10027/23671.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bernadska, Ganna Y. “Does Self-Regulation Make Nonprofit Organizations More Accountable? Evidence from the U.S. Arts Sector.” 2019. Web. 20 Feb 2020.

Vancouver:

Bernadska GY. Does Self-Regulation Make Nonprofit Organizations More Accountable? Evidence from the U.S. Arts Sector. [Internet] [Thesis]. University of Illinois – Chicago; 2019. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/10027/23671.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bernadska GY. Does Self-Regulation Make Nonprofit Organizations More Accountable? Evidence from the U.S. Arts Sector. [Thesis]. University of Illinois – Chicago; 2019. Available from: http://hdl.handle.net/10027/23671

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Arizona State University

22. Wang, Danni. The Buck Stops Where? Examining Leader and Collective Accountability in Teams.

Degree: Business Administration, 2016, Arizona State University

URL: http://repository.asu.edu/items/38399

► Accountability has been commonly referred to in the literature as a person’s expectation about others’ evaluations. However, in this study, I develop an alternative perspective… (more)

Subjects/Keywords: Business administration; Accountability

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APA (6^th Edition):

Wang, D. (2016). The Buck Stops Where? Examining Leader and Collective Accountability in Teams. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/38399

Chicago Manual of Style (16^th Edition):

Wang, Danni. “The Buck Stops Where? Examining Leader and Collective Accountability in Teams.” 2016. Doctoral Dissertation, Arizona State University. Accessed February 20, 2020. http://repository.asu.edu/items/38399.

MLA Handbook (7^th Edition):

Wang, Danni. “The Buck Stops Where? Examining Leader and Collective Accountability in Teams.” 2016. Web. 20 Feb 2020.

Vancouver:

Wang D. The Buck Stops Where? Examining Leader and Collective Accountability in Teams. [Internet] [Doctoral dissertation]. Arizona State University; 2016. [cited 2020 Feb 20]. Available from: http://repository.asu.edu/items/38399.

Council of Science Editors:

Wang D. The Buck Stops Where? Examining Leader and Collective Accountability in Teams. [Doctoral Dissertation]. Arizona State University; 2016. Available from: http://repository.asu.edu/items/38399

Universidade de Brasília

23. Fernando Oliveira Paulino. Responsabilidade social da mídia : análise conceitual e perspectivas de aplicação no Brasil, Portugal e Espanha.

Degree: 2008, Universidade de Brasília

URL: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3282

►

This thesis analyses the concept of Social Responsibility of the Press that was developed by the Hutchins Comission in 1947, as well as its perspective… (more)

▼

This thesis analyses the concept of Social Responsibility of the Press that was developed by the Hutchins Comission in 1947, as well as its perspective of application to mechanisms that can assure accountability by the Communication Institutions, having as a reference the Brazilian reality and experiments carried out in Portugal (AACS and ERC) and Spain (CIC and CAC). The thesis, which was developed having as a base the techniques that Thompson classified as Methodological Referential of the Hermeneutics of the Depth, concluded that there are historical similarities among Brazil, Portugal and Spain, but the practices of regulation, co-regulation and self regulation of the press have changed after the admission of the Iberian countries into the EU(1986). Furthermore, it was noticed in interviews with representatives of entrepreneurs, professionals and of the public that the Communication Institutions tend to acquire bigger possibility of accountability from the creation and consolidation of Media Accountability Systems Means to Assure Social Responsibility of the Media, MARS (BERTRAND, 2002), mechanisms that constitute non-concurrent alternatives of mediation and accountability.

Esta tese analisa o conceito de Responsabilidade Social da Imprensa desenvolvido pela Comissão Hutchins (1947), assim como sua perspectiva de aplicação em mecanismos que assegurem a accountability por parte das instituições de comunicação, tendo como referência a realidade brasileira e experiências praticadas em Portugal (AACS e ERC) e Espanha (CIC e CAC). Desenvolvida tomando como base as técnicas que Thompson (1995) classificou como referencial metodológico da hermenêutica da profundidade, a tese concluiu que existem semelhanças históricas entre Espanha, Portugal e Brasil, porém as práticas de regulação, co-regulação e auto-regulação da mídia têm se transformado após o ingresso dos países ibéricos na Comunidade Européia (1986). Ademais, percebeu-se nas entrevistas com representantes de empresários, profissionais e do público que as instituições de comunicação tendem a adquirir maior possibilidade de prestação de contas a partir da criação e consolidação de Meios de Assegurar a Responsabilidade Social da Mídia - MARS (BERTRAND, 2002), mecanismos que se constituem como alternativas não- concorrenciais de mediação e accountability.

Advisors/Committee Members: Luiz Martins da Silva, Luiz Gonzaga Figueiredo Motta, Murilo Cesar Ramos, Carlos Eduardo Machado da Costa Esch, Laurindo Leal Filho.

Subjects/Keywords: COMUNICACAO; media accountability systems; responsabilidade social da mídia; accountability; accountability

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APA (6^th Edition):

Paulino, F. O. (2008). Responsabilidade social da mídia : análise conceitual e perspectivas de aplicação no Brasil, Portugal e Espanha. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3282

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Paulino, Fernando Oliveira. “Responsabilidade social da mídia : análise conceitual e perspectivas de aplicação no Brasil, Portugal e Espanha.” 2008. Thesis, Universidade de Brasília. Accessed February 20, 2020. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3282.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Paulino, Fernando Oliveira. “Responsabilidade social da mídia : análise conceitual e perspectivas de aplicação no Brasil, Portugal e Espanha.” 2008. Web. 20 Feb 2020.

Vancouver:

Paulino FO. Responsabilidade social da mídia : análise conceitual e perspectivas de aplicação no Brasil, Portugal e Espanha. [Internet] [Thesis]. Universidade de Brasília; 2008. [cited 2020 Feb 20]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3282.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Paulino FO. Responsabilidade social da mídia : análise conceitual e perspectivas de aplicação no Brasil, Portugal e Espanha. [Thesis]. Universidade de Brasília; 2008. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3282

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Norris, Judith. From metaphors to mantras - Principals making sense of and integrating accountability expectations: A grounded theoretical model.

Degree: Doctor of Education (EdD), 2017, Australian Catholic University

URL: https://researchbank.acu.edu.au/theses/661

► There is increasing pressure on principals in Australia in general, and in New South Wales (NSW) in particular, to report and justify the results… (more)

▼ There is increasing pressure on principals in Australia in general, and in New South Wales (NSW) in particular, to report and justify the results of their students on externally mandated assessment programs such as the Higher School Certificate (HSC) examinations and the National Numeracy and Literacy Assessment Program (NAPLAN). However, our understanding of the way these principals interpret and respond to accountability demands is limited. Research on the way principals understand, prioritise and comply with system accountability requirements regarding student learning is scarce. This study addresses this gap in the literature. It adopts a case study approach to investigate this phenomenon. Two cohorts, comprising 13 secondary school principals from two Catholic School systems in NSW, consented to participate in the study. The researcher interviewed each principal individually during the first phase of data collection. The interviews were semi-structured and were held in agreed sites. They lasted between 60 and 80 minutes. Interview transcripts were sent to the interviewees for member-checks. Upon completing the first phase of the study, the researcher met with four principals from the first group and five principals from the second group, in two separate focus groups. The focus group interviews were designed to represent the principals’ collective consensus with the derived themes from the first phase. Collected data were analysed using the Grounded Theory analytical framework, favouring the Straussian techniques. The study found that the principals did not simply implement policy expectations as policy makers intended. These principals rejected the idea of reducing their accountability reports on student achievement to a single grade or band. They were adamant that learning is broader and more complex than the limited aspects of achievement measured through external assessment programs, though they are governed by sophisticated technologies. These principals’ conceptualisations of learning were more comprehensive than the domain of any external assessment program. They reported that they tended to realign their actions as leaders xxii of learning to be consistent with the priorities of their schools. Their actions indicated strong confidence in the teaching and learning that took place in their schools in response to the identified needs. The principals managed to absorb the tensions associated with the accountability demands through a process of sensemaking that was consistent with Weick’s (1995) Sensemaking Framework and Ajzen’s (1991, 2012) Theory of Planned Behaviour (TPB). This study has generated a theoretical model that is based on the collected evidence and explains the effective sensemaking processes that principals may use to accommodate misaligned priorities. It proposes that principals’ sensemaking processes are indicative of their ways of leading learning. This model may be a useful self-reflection tool for educational leaders in their continuing endeavours to make sense of and integrate policy…

Subjects/Keywords: Assessment-focused accountability; regulated accountability; educational accountability; principals; educational leadership; Education

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APA (6^th Edition):

Norris, J. (2017). From metaphors to mantras - Principals making sense of and integrating accountability expectations: A grounded theoretical model. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/661

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Norris, Judith. “From metaphors to mantras - Principals making sense of and integrating accountability expectations: A grounded theoretical model.” 2017. Thesis, Australian Catholic University. Accessed February 20, 2020. https://researchbank.acu.edu.au/theses/661.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Norris, Judith. “From metaphors to mantras - Principals making sense of and integrating accountability expectations: A grounded theoretical model.” 2017. Web. 20 Feb 2020.

Vancouver:

Norris J. From metaphors to mantras - Principals making sense of and integrating accountability expectations: A grounded theoretical model. [Internet] [Thesis]. Australian Catholic University; 2017. [cited 2020 Feb 20]. Available from: https://researchbank.acu.edu.au/theses/661.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Norris J. From metaphors to mantras - Principals making sense of and integrating accountability expectations: A grounded theoretical model. [Thesis]. Australian Catholic University; 2017. Available from: https://researchbank.acu.edu.au/theses/661

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Traylor, Neely. The Implications Of Accountability Models Weighing The Same Student Data Differently.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2013, Encompass Digital Archive, Eastern Kentucky University

URL: https://encompass.eku.edu/etd/142

► There is little debate about whether or not the U.S. education system is in need of reform. Some people believe that public education reform… (more)

Subjects/Keywords: accountability; education; Kentucky Educational Accountability; models; Unbridled Learning Accountability; Educational Assessment, Evaluation, and Research

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APA (6^th Edition):

Traylor, N. (2013). The Implications Of Accountability Models Weighing The Same Student Data Differently. (Doctoral Dissertation). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/142

Chicago Manual of Style (16^th Edition):

Traylor, Neely. “The Implications Of Accountability Models Weighing The Same Student Data Differently.” 2013. Doctoral Dissertation, Encompass Digital Archive, Eastern Kentucky University. Accessed February 20, 2020. https://encompass.eku.edu/etd/142.

MLA Handbook (7^th Edition):

Traylor, Neely. “The Implications Of Accountability Models Weighing The Same Student Data Differently.” 2013. Web. 20 Feb 2020.

Vancouver:

Traylor N. The Implications Of Accountability Models Weighing The Same Student Data Differently. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2013. [cited 2020 Feb 20]. Available from: https://encompass.eku.edu/etd/142.

Council of Science Editors:

Traylor N. The Implications Of Accountability Models Weighing The Same Student Data Differently. [Doctoral Dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2013. Available from: https://encompass.eku.edu/etd/142

North-West University

26. Seakamela, Mponana Abednego. A conceptual framework for enhancing accountability in public schooling / Mponana Abednego Seakamela .

Degree: 2011, North-West University

URL: http://hdl.handle.net/10394/8300

► The notion of accountability assumes different meanings and emphasis in different contexts depending on the purpose for which it is used. In essence, accountability has… (more)

▼ The notion of accountability assumes different meanings and emphasis in different contexts depending on the purpose for which it is used. In essence, accountability has to do with the demand for improved services, operations and products. In the public sector in particular, the spread of democratization has led to growing public demand for improved and better services and standards. This demand led many governments to introduce administrative reforms to bring about the desired changes in the delivery of services to the general public. Education, as a public service, and against the backdrop ofpoor learning outcomes, has over the years been subjected to intensive public scrutiny leading to increased demand for education accountability. The huge expectations imposed on educational establishments have led to a significant change in the nature and scale of education accountability. Equally, the lack of confidence in public schools to meet the educational needs of society is a further justification for the demand for accountability in education. Education accountability, in the final analysis, has as its primary goal, the need to improve learning outcomes. This study is about the development of a conceptual framework to enhance accountability in public schooling. Existing accountability processes and practises fall far too short of making public education accountable. Partly because approaches to accountability are not grounded on fundamental values and principles. Accountability in general and education accountability in particular, must be underpinned by sound values and principles to be effective and developmental. This study takes as its point of departure, the view that education accountability is both necessary and desirable if the growing educational needs of communities, particularly the poor, are to be met. To that effect, the conceptual framework has to afford every learning institution, regardless of its unique characteristics and circumstances, the opportunity to meet its accountability obligations. In this study, the quantitative and qualitative designs were employed to gather information relating to accountability processes and practises in the N orth-West education system and schools in particular. A survey questionnaire (quantitative) was used to compile data regarding the views and perspectives of principals on education accountability. Focus group interviews (qualitative) were conducted with both district officials and teacher unions to solicit their views and perspectives on the processes and practises of accountability in the North-West education department. The sample involved 222 principals from both primary and secondary schools in the province. Nine (9) union representatives drawn from the three major unions in the province participated in the focused group interviews. In addition, 7 district officials, drawn from the four education districts in the province also participated in the focus group interviews. The research, as stipulated above, yielded the following results: • Most of the…

Subjects/Keywords: Accountability relationships; Effective accountability; Holistic accountability; Good governance; Devolution; Decentralisation and service delivery

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APA (6^th Edition):

Seakamela, M. A. (2011). A conceptual framework for enhancing accountability in public schooling / Mponana Abednego Seakamela . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8300

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Seakamela, Mponana Abednego. “A conceptual framework for enhancing accountability in public schooling / Mponana Abednego Seakamela .” 2011. Thesis, North-West University. Accessed February 20, 2020. http://hdl.handle.net/10394/8300.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Seakamela, Mponana Abednego. “A conceptual framework for enhancing accountability in public schooling / Mponana Abednego Seakamela .” 2011. Web. 20 Feb 2020.

Vancouver:

Seakamela MA. A conceptual framework for enhancing accountability in public schooling / Mponana Abednego Seakamela . [Internet] [Thesis]. North-West University; 2011. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/10394/8300.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Seakamela MA. A conceptual framework for enhancing accountability in public schooling / Mponana Abednego Seakamela . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/8300

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Waikato

27. Dimitrov, Dara Katie. The Accountability of New Zealand's Charities: Meeting the Needs of Charity Stakeholders through Information Disclosure .

Degree: 2017, University of Waikato

URL: http://hdl.handle.net/10289/11344

► For decades, New Zealand’s charity sector has been able to operate, unfettered by regulation and with low levels of accountability. For this reason, gaining any… (more)

▼ For decades, New Zealand’s charity sector has been able to operate, unfettered by regulation and with low levels of accountability. For this reason, gaining any information from charities about the work they do has been historically difficult, because charities have not been required to provide any reports. The New Zealand government sought to increase the accountability from the charity sector with the introduction of the Charities Act (2005) and basic reporting requirements, but ultimately, the accountability from the sector continues to be an issue. With limited charity disclosure literature in the New Zealand context, and no information disclosure practice model to guide New Zealand’s charities, the current provision and the quality of the information disclosures from charities are low, leaving the information needs of charity stakeholders unmet. The overall aim of this investigation is to improve the accountability from New Zealand’s charities by developing a charity information disclosure practice model from a charity stakeholder perspective. This was achieved by three main objectives: 1. To develop a qualitative disclosure index from the perspective of charity stakeholders 2. To assess the extent and quality of the information disclosure made by thirty registered charities 3. To make recommendations to improve the accountability by New Zealand’s charity sector To achieve this purpose, a disclosure index, which contained 136 information items was created with the assistance of 86 charity stakeholders. The index was then applied to three publications from thirty charities that were randomly selected from the Charity register. The three publications used in this investigation are the Charity register, the charity’s website and the charity’s annual report/annual review. The collected data was then quantified and analysed to determine the extent and the quality of the information disclosures from the charities. The investigation findings indicated that the current level of charity disclosures was poor both in extent and quality and that there was an information gap between the expectations of charity stakeholders and the actual disclosure practices of the charities. It was found that the top-performing information items were the mandated and the best-practice information items were either missing or inadequately disclosed. No charity within the sample managed to achieve an index score of 50%. The annual return summary found on the Charity register was the best disclosure document for both financial and non-financial information items from a charity stakeholder perspective. However, this document, along with the other publications still lacked sufficient detail to be useful for a charity stakeholder. To improve the accountability of the New Zealand’s sector, it is recommended that the New Zealand Parliament look at expanding the current annual return summary to include information items more relevant to charity stakeholders. Finally, it is recommended that the charities should be compelled to… Advisors/Committee Members: Davey, Howard (advisor), Chevalier-Watts, Juliet (advisor), Kelly, Martin (advisor).

Subjects/Keywords: New Zealand charity; charity accountability; accountability; charity stakeholder; information disclosure and accountability; charity information disclosure

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APA (6^th Edition):

Dimitrov, D. K. (2017). The Accountability of New Zealand's Charities: Meeting the Needs of Charity Stakeholders through Information Disclosure . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/11344

Chicago Manual of Style (16^th Edition):

Dimitrov, Dara Katie. “The Accountability of New Zealand's Charities: Meeting the Needs of Charity Stakeholders through Information Disclosure .” 2017. Doctoral Dissertation, University of Waikato. Accessed February 20, 2020. http://hdl.handle.net/10289/11344.

MLA Handbook (7^th Edition):

Dimitrov, Dara Katie. “The Accountability of New Zealand's Charities: Meeting the Needs of Charity Stakeholders through Information Disclosure .” 2017. Web. 20 Feb 2020.

Vancouver:

Dimitrov DK. The Accountability of New Zealand's Charities: Meeting the Needs of Charity Stakeholders through Information Disclosure . [Internet] [Doctoral dissertation]. University of Waikato; 2017. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/10289/11344.

Council of Science Editors:

Dimitrov DK. The Accountability of New Zealand's Charities: Meeting the Needs of Charity Stakeholders through Information Disclosure . [Doctoral Dissertation]. University of Waikato; 2017. Available from: http://hdl.handle.net/10289/11344

Robert Gordon University

28. Bature, Bashir Gafai. An empirical study of the Nigerian Extractive Industries Transparency Initiative (NEITI).

Degree: PhD, 2014, Robert Gordon University

URL: http://hdl.handle.net/10059/1007

► This study conducts research to investigate whether Nigeria gaining Extractive Industries Transparency Initiative (EITI) compliance status in 2011 has, in practice, improved transparency practices in… (more)

▼ This study conducts research to investigate whether Nigeria gaining Extractive Industries Transparency Initiative (EITI) compliance status in 2011 has, in practice, improved transparency practices in its oil and gas industry. Its findings are the result of applying an accountability theoretical framework to the disclosure practices of the oil and gas industry. Although other studies have been published on the activities of the Nigerian oil and gas industry, they did not relate specifically to the issue of improved transparency practices in Nigeria after it achieved EITI compliance status. In line with many studies in the field, this study has adopted a mixed methods approach to analysing the issues. This study uses a questionnaire to gather perceptions from the responses of key stakeholders from seventeen different organisations in Nigeria. These data are then used to test various hypotheses. It also conducts follow-up in-depth interviews in order to gain further insights from experts in Nigeria to help interpret the results obtained. Anecdotal commentaries from the popular press in Nigeria had suggested that, despite gaining EITI compliance status there were still major shortfalls in what might be described as acceptable standards of disclosure relating to oil and gas revenue transparency. This study’s findings to a certain extent provide evidence that this is the case. In addition, it finds that there appears to be no corresponding improvement in accountability for the use of the said revenue for the good of Nigerian society. This study found out that there was information about oil revenue and other activities of the oil and gas industry, in addition to an increase of oil revenue to the Government. Further, this study discovers that there is a need for the Government and its related agencies to improve, in the management of oil and gas revenue. The Government should also allow the remedial actions to be made appropriately in the oil and gas industry, as recommended by the NEITI audit reports. This study also recommends Nigerian Government to allow civil societies and NGOs to act independently, in the activities of oil and gas industry. They should also be involved in the decision making on how to use the oil and gas revenue received. There is also a need for consultation or a group discussion among the key stakeholders of the oil and gas industry, including the government officials and those that were not accessing enough information of the oil and gas revenue, to discuss on how the Government, related agencies and the oil and gas companies will improve and maintain effective processes in providing sufficient and accurate information of the oil and gas revenue at the appropriate period. The results of this study have importance to the policy and also the body of literature.

Subjects/Keywords: 657; Transparency and accountability; Nigeria

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APA (6^th Edition):

Bature, B. G. (2014). An empirical study of the Nigerian Extractive Industries Transparency Initiative (NEITI). (Doctoral Dissertation). Robert Gordon University. Retrieved from http://hdl.handle.net/10059/1007

Chicago Manual of Style (16^th Edition):

Bature, Bashir Gafai. “An empirical study of the Nigerian Extractive Industries Transparency Initiative (NEITI).” 2014. Doctoral Dissertation, Robert Gordon University. Accessed February 20, 2020. http://hdl.handle.net/10059/1007.

MLA Handbook (7^th Edition):

Bature, Bashir Gafai. “An empirical study of the Nigerian Extractive Industries Transparency Initiative (NEITI).” 2014. Web. 20 Feb 2020.

Vancouver:

Bature BG. An empirical study of the Nigerian Extractive Industries Transparency Initiative (NEITI). [Internet] [Doctoral dissertation]. Robert Gordon University; 2014. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/10059/1007.

Council of Science Editors:

Bature BG. An empirical study of the Nigerian Extractive Industries Transparency Initiative (NEITI). [Doctoral Dissertation]. Robert Gordon University; 2014. Available from: http://hdl.handle.net/10059/1007

University of Oxford

29. Foster-Thorpe, Frances C. Accountability interactions : mutliple accountabilities in the Murray-Darling basin plan.

Degree: PhD, 2014, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:aac0e39b-f397-4292-baf9-e99c93c98c7d ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647662

► This thesis investigates whether different public accountability forums interact with one another when they oversee the same decision maker. It contributes to the larger study… (more)

▼ This thesis investigates whether different public accountability forums interact with one another when they oversee the same decision maker. It contributes to the larger study of how decision makers are held to account in constitutional democracies where the simultaneous operation of multiple accountability relationships has become routine. Looking beyond the dominant assumption that multiple forums autonomously assess a decision maker's accountability against different and diverging standards, I aim to understand whether forums can influence the standards against which other forums evaluate the same decision maker. I draw on political and normative understandings of public accountability to answer one central question: do different public accountability forums interact with one another in a way that influences the scope of what a decision maker is obliged to account for and the normative standards against which that account is evaluated? Answering this research question involves examining the mechanisms by which interactions might occur and the motivations of actors to interact. I begin by critically reviewing the literature on multiple accountabilities, arguing that existing approaches can only partially explain how public accountability is constructed in multiple accountability regimes. I argue the focus on typologies of accountability emphasise the attributes of individual forums and overlook the broader dynamics of the accountability regime. I then develop an analytical framework to examine how the interactions between different forums, and other actors, might reshape the accountability dialogue. This framework is used to analyse the case of the Murray-Darling Basin Plan in Australia (2008-2012). By presenting a contextSrich analysis of interactions between forums, and other actors, I find that multiple forums act in concert with one another and other actors to contest and then reshape the standards against which the two decision makers are evaluated. The thesis concludes by discussing the implications of recognising accountability interactions for understanding multiple accountability regimes.

Subjects/Keywords: Law; Criminal Law - Public international law; Accountability; Public accountability; Water regulation; Multiple accountability; Multiple accountabilities; Accountability politics

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Foster-Thorpe, F. C. (2014). Accountability interactions : mutliple accountabilities in the Murray-Darling basin plan. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:aac0e39b-f397-4292-baf9-e99c93c98c7d ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647662

Chicago Manual of Style (16^th Edition):

Foster-Thorpe, Frances C. “Accountability interactions : mutliple accountabilities in the Murray-Darling basin plan.” 2014. Doctoral Dissertation, University of Oxford. Accessed February 20, 2020. http://ora.ox.ac.uk/objects/uuid:aac0e39b-f397-4292-baf9-e99c93c98c7d ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647662.

MLA Handbook (7^th Edition):

Foster-Thorpe, Frances C. “Accountability interactions : mutliple accountabilities in the Murray-Darling basin plan.” 2014. Web. 20 Feb 2020.

Vancouver:

Foster-Thorpe FC. Accountability interactions : mutliple accountabilities in the Murray-Darling basin plan. [Internet] [Doctoral dissertation]. University of Oxford; 2014. [cited 2020 Feb 20]. Available from: http://ora.ox.ac.uk/objects/uuid:aac0e39b-f397-4292-baf9-e99c93c98c7d ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647662.

Council of Science Editors:

Foster-Thorpe FC. Accountability interactions : mutliple accountabilities in the Murray-Darling basin plan. [Doctoral Dissertation]. University of Oxford; 2014. Available from: http://ora.ox.ac.uk/objects/uuid:aac0e39b-f397-4292-baf9-e99c93c98c7d ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647662

Dalhousie University

30. Wilson, Emma. Towards Accountability in Democratic Network Governance.

Degree: MA, Department of Political Science, 2015, Dalhousie University

URL: http://hdl.handle.net/10222/56299

► Network governance is becoming a dominant governing paradigm. Through this governing form, lateralized, pluricentric, and interconnected public, private, and semi-public actors make policy decisions. The… (more)

Subjects/Keywords: Governance; Network Governance; Accountability; Canada

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Wilson, E. (2015). Towards Accountability in Democratic Network Governance. (Masters Thesis). Dalhousie University. Retrieved from http://hdl.handle.net/10222/56299

Chicago Manual of Style (16^th Edition):

Wilson, Emma. “Towards Accountability in Democratic Network Governance.” 2015. Masters Thesis, Dalhousie University. Accessed February 20, 2020. http://hdl.handle.net/10222/56299.

MLA Handbook (7^th Edition):

Wilson, Emma. “Towards Accountability in Democratic Network Governance.” 2015. Web. 20 Feb 2020.

Vancouver:

Wilson E. Towards Accountability in Democratic Network Governance. [Internet] [Masters thesis]. Dalhousie University; 2015. [cited 2020 Feb 20]. Available from: http://hdl.handle.net/10222/56299.

Council of Science Editors:

Wilson E. Towards Accountability in Democratic Network Governance. [Masters Thesis]. Dalhousie University; 2015. Available from: http://hdl.handle.net/10222/56299

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