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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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 Ghana

2. 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Sey EE. The Recursive Interaction of Structure and Action in Public Accountability in Ghana . [Internet] [Doctoral dissertation]. University of Ghana; 2018. [cited 2021 Mar 01]. 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

NSYSU

3. 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Yu C. none. [Internet] [Thesis]. NSYSU; 2000. [cited 2021 Mar 01]. 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

Addis Ababa University

4. 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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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

5. 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

AWEL A. PARLIAMENTARY OVERSIGHT AND ITS ROLE IN ENSURING CONSTITUTIONALISM AND ACCOUNTABILITY UNDER THE FDRE CONSTITUTION . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Mar 01]. 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

University of Otago

6. 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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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

7. 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Oshiro CH. Efeito do pagamento de bônus aos professores sobre a proficiência escolar. [Internet] [Masters thesis]. University of São Paulo; 2012. [cited 2021 Mar 01]. 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

8. 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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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

9. 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Jucá IC. Suas Excelências, os ficha suja Corrupção e Reeleição na Câmara dos Deputados . [Internet] [Thesis]. Universidade Federal de Pernambuco; 2012. [cited 2021 Mar 01]. 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 Rochester

10. 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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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 Georgia

11. Achtemeier, Sue D. An investigation of benchmarking as an accountability practice in higher education.

Degree: 2014, University of Georgia

URL: http://hdl.handle.net/10724/29472

► This research comprised in-depth interviews with twelve leaders in higher education to gain their understandings of benchmarking and its relationship to accountability held by various… (more)

▼ This research comprised in-depth interviews with twelve leaders in higher education to gain their understandings of benchmarking and its relationship to accountability held by various constituencies within a large research university and its related governing system. Three representatives were chosen from each of four groups: the Corporation, the Collegium, and the Community, as characterized by Downey’s model, within State University, and the external Governing Board. Transcripts of the taped interviews, analyzed by the constant comparison method, revealed three major themes. These were concerns for communication, concentration, and calibration of any benchmarking effort. Analysis of the data revealing these concerns led the researcher to make the following three recommendations: 1. When initiating a suggestion that benchmarking be employed for any purpose, clearly communicate with all stakeholders and participants in order to agree which definition of the term will apply, while acknowledging its limitations, what the payoff will be, and how gaps will be addressed. 2. Concentrate any benchmarking effort to address the greatest perceived needs thus utilizing resources most efficiently and assuring accountability for a few important indicators throughout a sustainable longitudinal effort. 3. Carefully calibrate benchmarking indicators and interpret them within the context of clearly stated objectives to overcome inherent data difficulties. Three other themes emerged from the research. First, the interviewees understood many different definitions of benchmarking revealing the inherent and often unacknowledged confusion that arises when using the term. Second, regardless of different definitions, participants considered benchmarking useful for informing planning activities and resource allocation and for providing a reality-check on ones perceptions of ones own progress toward excellence. Third, interviewees expressed fear of benchmarking possibly leading to loss of local control by campus decision makers or being used in an inappropriate manner. Finally the researcher addresses inherent differences between academic and business cultures and urges caution and communication before applying business success-models of evaluation, like benchmarking, uncritically to the higher education environment.

Subjects/Keywords: Benchmarking; Accountability; TQM

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

APA (6^th Edition):

Achtemeier, S. D. (2014). An investigation of benchmarking as an accountability practice in higher education. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/29472

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):

Achtemeier, Sue D. “An investigation of benchmarking as an accountability practice in higher education.” 2014. Thesis, University of Georgia. Accessed March 01, 2021. http://hdl.handle.net/10724/29472.

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

MLA Handbook (7^th Edition):

Achtemeier, Sue D. “An investigation of benchmarking as an accountability practice in higher education.” 2014. Web. 01 Mar 2021.

Vancouver:

Achtemeier SD. An investigation of benchmarking as an accountability practice in higher education. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/10724/29472.

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

Council of Science Editors:

Achtemeier SD. An investigation of benchmarking as an accountability practice in higher education. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/29472

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

Texas A&M University

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

Degree: PhD, Educational Administration, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-529

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. Doctoral Dissertation, Texas A&M University. Accessed March 01, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-529.

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. 01 Mar 2021.

Vancouver:

Cruz GG. The Impact of a High Stakes Accountability System on Instructional Practices as Perceived by South Texas High School Principals. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-529.

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. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-529

University of Illinois – Chicago

13. 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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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

Delft University of Technology

14. Plomp, Angela (author). MediTrail: a blockchain-based tamper-proof auditable access log for medical data.

Degree: 2019, Delft University of Technology

URL: http://resolver.tudelft.nl/uuid:1774b1e9-3860-4a02-adaa-be9a92557169

►

After several incident in which the privacy of patients was violated, the need for logging of access to medical data is evident. In this master… (more)

Subjects/Keywords: blockchain; logging; accountability

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APA (6^th Edition):

Plomp, A. (. (2019). MediTrail: a blockchain-based tamper-proof auditable access log for medical data. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:1774b1e9-3860-4a02-adaa-be9a92557169

Chicago Manual of Style (16^th Edition):

Plomp, Angela (author). “MediTrail: a blockchain-based tamper-proof auditable access log for medical data.” 2019. Masters Thesis, Delft University of Technology. Accessed March 01, 2021. http://resolver.tudelft.nl/uuid:1774b1e9-3860-4a02-adaa-be9a92557169.

MLA Handbook (7^th Edition):

Plomp, Angela (author). “MediTrail: a blockchain-based tamper-proof auditable access log for medical data.” 2019. Web. 01 Mar 2021.

Vancouver:

Plomp A(. MediTrail: a blockchain-based tamper-proof auditable access log for medical data. [Internet] [Masters thesis]. Delft University of Technology; 2019. [cited 2021 Mar 01]. Available from: http://resolver.tudelft.nl/uuid:1774b1e9-3860-4a02-adaa-be9a92557169.

Council of Science Editors:

Plomp A(. MediTrail: a blockchain-based tamper-proof auditable access log for medical data. [Masters Thesis]. Delft University of Technology; 2019. Available from: http://resolver.tudelft.nl/uuid:1774b1e9-3860-4a02-adaa-be9a92557169

University of Notre Dame

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

Degree: 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>. (Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/ws859c70g6x

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):

Pavão, Nara. “The Failures of Electoral Accountability for Corruption: Brazil and Beyond</h1>.” 2015. Thesis, University of Notre Dame. Accessed March 01, 2021. https://curate.nd.edu/show/ws859c70g6x.

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

MLA Handbook (7^th Edition):

Pavão, Nara. “The Failures of Electoral Accountability for Corruption: Brazil and Beyond</h1>.” 2015. Web. 01 Mar 2021.

Vancouver:

Pavão N. The Failures of Electoral Accountability for Corruption: Brazil and Beyond</h1>. [Internet] [Thesis]. University of Notre Dame; 2015. [cited 2021 Mar 01]. Available from: https://curate.nd.edu/show/ws859c70g6x.

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

Council of Science Editors:

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

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

Arizona State University

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

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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Wang D. The Buck Stops Where? Examining Leader and Collective Accountability in Teams. [Internet] [Doctoral dissertation]. Arizona State University; 2016. [cited 2021 Mar 01]. 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

Leiden University

17. Bernhoeft, Zita. BETWEEN THE THEORY AND THE PRACTICE OF HUMANITARIAN ACCOUNTABILITY.

Degree: 2020, Leiden University

URL: http://hdl.handle.net/1887/137232

► This thesis situates the concept of humanitarian accountability within “a historical and concrete reality” (Brauman and Neuman 2014, 1). A preliminary investigation of the academic… (more)

Subjects/Keywords: Accountability; Humanitarian; Ethics

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APA (6^th Edition):

Bernhoeft, Z. (2020). BETWEEN THE THEORY AND THE PRACTICE OF HUMANITARIAN ACCOUNTABILITY. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/137232

Chicago Manual of Style (16^th Edition):

Bernhoeft, Zita. “BETWEEN THE THEORY AND THE PRACTICE OF HUMANITARIAN ACCOUNTABILITY.” 2020. Masters Thesis, Leiden University. Accessed March 01, 2021. http://hdl.handle.net/1887/137232.

MLA Handbook (7^th Edition):

Bernhoeft, Zita. “BETWEEN THE THEORY AND THE PRACTICE OF HUMANITARIAN ACCOUNTABILITY.” 2020. Web. 01 Mar 2021.

Vancouver:

Bernhoeft Z. BETWEEN THE THEORY AND THE PRACTICE OF HUMANITARIAN ACCOUNTABILITY. [Internet] [Masters thesis]. Leiden University; 2020. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1887/137232.

Council of Science Editors:

Bernhoeft Z. BETWEEN THE THEORY AND THE PRACTICE OF HUMANITARIAN ACCOUNTABILITY. [Masters Thesis]. Leiden University; 2020. Available from: http://hdl.handle.net/1887/137232

Universidade de Brasília

18. 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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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

19. 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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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

20. 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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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

21. 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 March 01, 2021. 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. 01 Mar 2021.

Vancouver:

Seakamela MA. A conceptual framework for enhancing accountability in public schooling / Mponana Abednego Seakamela . [Internet] [Thesis]. North-West University; 2011. [cited 2021 Mar 01]. 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

22. 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 March 01, 2021. 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. 01 Mar 2021.

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 2021 Mar 01]. 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

NSYSU

23. Chang, Ling-yu. A Study on Donorâs Approval of Accountability and Donation Willingness to Non-profit Organizations.

Degree: Master, Public Affairs Management, 2012, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0626112-125245

► Non-profit organizations participating in social activities becomes more and more important, and NPOs compensate for the deviations and inadequate matters that the public sector and… (more)

▼ Non-profit organizations participating in social activities becomes more and more important, and NPOs compensate for the deviations and inadequate matters that the public sector and private sector are unable to provide. Therefore, whether in education and culture, arts, social welfare or community construction, NPOs will give assistance, and promote the development of civil society. However, some well-known NPOs have been created many scandals. The low operational efficiency and disadvantages of behaviors hit the public trust from the general public. Thus, this study explore whether the donorsâ approval of accountability would affect their donation willingness to NPOs. The study collected paper questionnaires 168 and 164 online questionnaires (a total of 308 valid questionnaires). The purposes of this study are: first, to explore the differences about the donorsâ demographic variables to the donorsâ approval of accountability . Second, to explore the correlation between the donorsâ approval of accountability and donation willingness. Third, to provide specific recommendations about the future direction of sustainable development to NPOs. The empirical results show : First, in the demographic variables, the donorsâ contribution purposes and education to the approval of accountability are significant different. Second, the correlation between the donorsâ approval of accountability and donation willingness is significantly positive. Third, the accountability acts of legal norms, performance evaluation, citizen participation, information disclosure and organizational goals are all significantly correlated to donation willingness. Compared with each dimension, âinformation disclosureâ is the most significantly correlated. Then, the study makes the following recommendations: First, continuingly accountable, in order to maintain the sustainability of NPOs. Second, maintain the transparency of the operation, and promote the self-discipline. Third, put different marketing plan to different donors. Forth, keep the spirit of the NPOsâ principle and provide services that meet the current needs of the community. Advisors/Committee Members: Lai Cheng-neng (chair), Chen Kung-hung (chair), Kuo Jui-kun (committee member).

Subjects/Keywords: donation willingness; accountability; donor; NPO

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APA (6^th Edition):

Chang, L. (2012). A Study on Donorâs Approval of Accountability and Donation Willingness to Non-profit Organizations. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0626112-125245

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):

Chang, Ling-yu. “A Study on Donorâs Approval of Accountability and Donation Willingness to Non-profit Organizations.” 2012. Thesis, NSYSU. Accessed March 01, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0626112-125245.

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

MLA Handbook (7^th Edition):

Chang, Ling-yu. “A Study on Donorâs Approval of Accountability and Donation Willingness to Non-profit Organizations.” 2012. Web. 01 Mar 2021.

Vancouver:

Chang L. A Study on Donorâs Approval of Accountability and Donation Willingness to Non-profit Organizations. [Internet] [Thesis]. NSYSU; 2012. [cited 2021 Mar 01]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0626112-125245.

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

Council of Science Editors:

Chang L. A Study on Donorâs Approval of Accountability and Donation Willingness to Non-profit Organizations. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0626112-125245

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

24. MELO, Rosicleide Araújo de. Accountability em instituições participativas: o orçamento tivo no Recife (2001-2006) .

Degree: 2008, Universidade Federal de Pernambuco

URL: http://repositorio.ufpe.br/handle/123456789/1431

► Este trabalho analisa a experiência do Orçamento Participativo no Recife, no período de 2001 a 2006, que corresponde ao primeiro e parte do segundo mandatos… (more)

Subjects/Keywords: Orçamento Participativo; Accountability; Participação; Recife

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APA (6^th Edition):

MELO, R. A. d. (2008). Accountability em instituições participativas: o orçamento tivo no Recife (2001-2006) . (Thesis). Universidade Federal de Pernambuco. Retrieved from http://repositorio.ufpe.br/handle/123456789/1431

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):

MELO, Rosicleide Araújo de. “Accountability em instituições participativas: o orçamento tivo no Recife (2001-2006) .” 2008. Thesis, Universidade Federal de Pernambuco. Accessed March 01, 2021. http://repositorio.ufpe.br/handle/123456789/1431.

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

MLA Handbook (7^th Edition):

MELO, Rosicleide Araújo de. “Accountability em instituições participativas: o orçamento tivo no Recife (2001-2006) .” 2008. Web. 01 Mar 2021.

Vancouver:

MELO RAd. Accountability em instituições participativas: o orçamento tivo no Recife (2001-2006) . [Internet] [Thesis]. Universidade Federal de Pernambuco; 2008. [cited 2021 Mar 01]. Available from: http://repositorio.ufpe.br/handle/123456789/1431.

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

Council of Science Editors:

MELO RAd. Accountability em instituições participativas: o orçamento tivo no Recife (2001-2006) . [Thesis]. Universidade Federal de Pernambuco; 2008. Available from: http://repositorio.ufpe.br/handle/123456789/1431

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

25. Maria Leitão de Melo, Natália. Quem controla os controladores? independência e accountability no ministério público brasileiro .

Degree: 2010, Universidade Federal de Pernambuco

URL: http://repositorio.ufpe.br/handle/123456789/1968

► Que fatores influenciam a independência do Ministério Público? Partindo do pressuposto de que a Constituição de 1988 é o marco institucional para analisar o Ministério… (more)

Subjects/Keywords: Ministério Público; Independência; Accountability

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APA (6^th Edition):

Maria Leitão de Melo, N. (2010). Quem controla os controladores? independência e accountability no ministério público brasileiro . (Thesis). Universidade Federal de Pernambuco. Retrieved from http://repositorio.ufpe.br/handle/123456789/1968

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):

Maria Leitão de Melo, Natália. “Quem controla os controladores? independência e accountability no ministério público brasileiro .” 2010. Thesis, Universidade Federal de Pernambuco. Accessed March 01, 2021. http://repositorio.ufpe.br/handle/123456789/1968.

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

MLA Handbook (7^th Edition):

Maria Leitão de Melo, Natália. “Quem controla os controladores? independência e accountability no ministério público brasileiro .” 2010. Web. 01 Mar 2021.

Vancouver:

Maria Leitão de Melo N. Quem controla os controladores? independência e accountability no ministério público brasileiro . [Internet] [Thesis]. Universidade Federal de Pernambuco; 2010. [cited 2021 Mar 01]. Available from: http://repositorio.ufpe.br/handle/123456789/1968.

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

Council of Science Editors:

Maria Leitão de Melo N. Quem controla os controladores? independência e accountability no ministério público brasileiro . [Thesis]. Universidade Federal de Pernambuco; 2010. Available from: http://repositorio.ufpe.br/handle/123456789/1968

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

Dalhousie University

26. 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 (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 March 01, 2021. http://hdl.handle.net/10222/56299.

MLA Handbook (7^th Edition):

Wilson, Emma. “Towards Accountability in Democratic Network Governance.” 2015. Web. 01 Mar 2021.

Vancouver:

Wilson E. Towards Accountability in Democratic Network Governance. [Internet] [Masters thesis]. Dalhousie University; 2015. [cited 2021 Mar 01]. 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

University of Alberta

27. Pomeroy, Bradley. The impact of regulatory scrutiny on the resolution of material accounting issues.

Degree: PhD, School of Business, 2009, University of Alberta

URL: https://era.library.ualberta.ca/files/3j333302m

► Although auditor-client interaction is considered an important determinant of financial reporting outcomes, concerns often arise that close working relationships between auditors and client managers can… (more)

▼ Although auditor-client interaction is considered an important determinant of financial reporting outcomes, concerns often arise that close working relationships between auditors and client managers can impair auditor independence. Several high-profile accounting scandals have intensified these concerns, impaired investors’ confidence in the financial reporting process and motivated regulators to respond with reforms to enhance auditors’ responsibility for maintaining financial reporting quality. Subsequent reports from the financial press indicate that these reforms had a chilling effect on the auditor-client relationship, but academic research has not examined the influence of regulatory scrutiny on the resolution of material accounting issues between auditors and managers. This study contributes to the literature by investigating the impact of regulatory scrutiny on auditors’ approach to resolving material accounting issues with managers and examining whether this impact is moderated by managers’ commitment to their preferred accounting. Auditors’ interaction approach involves developing arguments and recommendations in response to managers’ accounting preferences in an attempt to persuade managers to adopt more appropriate accounting. The results of an experiment with experienced auditors indicate that regulatory scrutiny and managers’ commitment to their preferred accounting interact to influence auditors’ interaction approach. Specifically, when regulatory scrutiny is low, reciprocity norms determine auditors’ interaction approach but, as regulatory scrutiny increases, accountability demands dominate auditors’ reciprocity motivations and modify auditors’ responses to managers’ accounting preferences. These results provide evidence that regulatory scrutiny introduces tension into the auditor-client relationship, but the effects of this tension on the resolution of material accounting issues is contingent on the interpersonal context.

Subjects/Keywords: Accountability; Auditor-client interaction; Regulation

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APA (6^th Edition):

Pomeroy, B. (2009). The impact of regulatory scrutiny on the resolution of material accounting issues. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/3j333302m

Chicago Manual of Style (16^th Edition):

Pomeroy, Bradley. “The impact of regulatory scrutiny on the resolution of material accounting issues.” 2009. Doctoral Dissertation, University of Alberta. Accessed March 01, 2021. https://era.library.ualberta.ca/files/3j333302m.

MLA Handbook (7^th Edition):

Pomeroy, Bradley. “The impact of regulatory scrutiny on the resolution of material accounting issues.” 2009. Web. 01 Mar 2021.

Vancouver:

Pomeroy B. The impact of regulatory scrutiny on the resolution of material accounting issues. [Internet] [Doctoral dissertation]. University of Alberta; 2009. [cited 2021 Mar 01]. Available from: https://era.library.ualberta.ca/files/3j333302m.

Council of Science Editors:

Pomeroy B. The impact of regulatory scrutiny on the resolution of material accounting issues. [Doctoral Dissertation]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/3j333302m

28. McMahon, Kelly Anne. Striking a Balance with School Accountability: Design and Use of Progress Reports and Quality Reviews in New York City.

Degree: PhD, Educational Studies, 2015, University of Michigan

URL: http://hdl.handle.net/2027.42/113332

► In recent decades, people have turned increasingly to accountability to fix schools. Amidst mounting demands for improved student outcomes, states and school districts are trying… (more)

▼ In recent decades, people have turned increasingly to accountability to fix schools. Amidst mounting demands for improved student outcomes, states and school districts are trying to determine how best to apply pressure and provide support. Yet, it remains unclear which strategy will produce desirable changes in teaching and stronger schools. In New York City, in 2002, Mayor Michael Bloomberg and Chancellor Joel Klein set in motion a series of reforms to overhaul New York City’s school system. These leaders sought innovation and improved performance – neither of which could be achieved evenly across schools under the former system. They pursued these goals through a variety of instruments including a novel accountability scheme. In 2007, the New York City Department of Education designed and implemented two unconventional accountability instruments, the Progress Reports and Quality Reviews. In addition, they created a market for the Children First Networks, external support organizations that were meant to provide targeted supports. The networks were held accountable for school outcomes, as well. This unconventional accountability scheme was meant to change outcomes, as well as, the conditions and processes involved in school improvement efforts. The three studies in this dissertation explore the conceptual underpinnings of accountability as a reform strategy and the case of New York City’s novel approach. I conducted an exploratory study of New York City’s accountability tools and the networks’ use of these tools in the service of school improvement, which draws on data from sixty-eight interviews, more than ninety hours of observation and stacks of internal documents and external reports about the reforms that took place over more than a decade in the country’s largest school district. New York City’s accountability scheme involved a novel attempt to balance pressure and support for school improvement from which we can learn about school accountability as a strategy for school improvement and system reform. The principle lesson from this study is that researchers and designers should avoid looking for whether balance is achieved and consider, instead, how a district attempts to strike the right balance and learn from its efforts. Advisors/Committee Members: Cohen, David K. (committee member), Sutcliffe, Kathleen M. (committee member), O'Connor, Carla (committee member), Peurach, Donald Joseph (committee member).

Subjects/Keywords: School Accountability; Education; Social Sciences

5 more images…

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APA (6^th Edition):

McMahon, K. A. (2015). Striking a Balance with School Accountability: Design and Use of Progress Reports and Quality Reviews in New York City. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/113332

Chicago Manual of Style (16^th Edition):

McMahon, Kelly Anne. “Striking a Balance with School Accountability: Design and Use of Progress Reports and Quality Reviews in New York City.” 2015. Doctoral Dissertation, University of Michigan. Accessed March 01, 2021. http://hdl.handle.net/2027.42/113332.

MLA Handbook (7^th Edition):

McMahon, Kelly Anne. “Striking a Balance with School Accountability: Design and Use of Progress Reports and Quality Reviews in New York City.” 2015. Web. 01 Mar 2021.

Vancouver:

McMahon KA. Striking a Balance with School Accountability: Design and Use of Progress Reports and Quality Reviews in New York City. [Internet] [Doctoral dissertation]. University of Michigan; 2015. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/2027.42/113332.

Council of Science Editors:

McMahon KA. Striking a Balance with School Accountability: Design and Use of Progress Reports and Quality Reviews in New York City. [Doctoral Dissertation]. University of Michigan; 2015. Available from: http://hdl.handle.net/2027.42/113332

Cornell University

29. Todd, Jennifer. Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability.

Degree: PhD, Sociology, 2011, Cornell University

URL: http://hdl.handle.net/1813/33540

► This dissertation seeks to answer the question: Does pressuring teachers to raise their expectations increase student achievement? Drawing from the sociology of education, educational psychology,… (more)

▼ This dissertation seeks to answer the question: Does pressuring teachers to raise their expectations increase student achievement? Drawing from the sociology of education, educational psychology, and the research on accountability systems, the author constructs a more comprehensive model of the association between teacher expectations, accountability interventions, and student achievement than has been offered in prior research. The author argues that prior research on accountability interventions focuses on the direct relationship between accountability testing and student achievement, but ignores how teachers mediate this association. To this end, prior research ignores the important role that teachers may play in communicating expectations shaped by accountability policies. Using data drawn from the Education Longitudinal Study matched to a unique state-level accountability dataset, this dissertation offers a systematic assessment of how public school teachers respond to accountability interventions with regard to their expectations for students. Findings show that teacher expectations are important predictors of student achievement, which is consistent with prior research. What prior scholars and policymakers have failed to appreciate, however, is that pressuring teachers to raise their expectations has unanticipated and counterproductive consequences on the very students the policies are intended to help. Rather than raising their expectations of students, teachers appear to use the information gathered from tests to lower their expectations or even to justify their already low expectations of students, especially for low-performing students. In spite of their lower expectations, the association between teacher expectations and student achievement is stronger in these states because teachers adjust their expectations of students. Further analysis shows that a student's race is an important determinant of teacher expectations. Teachers hold black and Hispanic students to lower standards than their white and Asian peers, and these low expectations contribute to the achievement gaps between white, black, and Hispanic students. Advisors/Committee Members: Morgan, Stephen L. (chair), Weeden, Kim (committee member), Strang, David (committee member), Correll, Shelley J (committee member).

Subjects/Keywords: teacher expectations; accountability; achievement; race

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APA (6^th Edition):

Todd, J. (2011). Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/33540

Chicago Manual of Style (16^th Edition):

Todd, Jennifer. “Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability.” 2011. Doctoral Dissertation, Cornell University. Accessed March 01, 2021. http://hdl.handle.net/1813/33540.

MLA Handbook (7^th Edition):

Todd, Jennifer. “Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability.” 2011. Web. 01 Mar 2021.

Vancouver:

Todd J. Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability. [Internet] [Doctoral dissertation]. Cornell University; 2011. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1813/33540.

Council of Science Editors:

Todd J. Under Pressure: Teacher Expectations And Student Achievement In The Era Of School Accountability. [Doctoral Dissertation]. Cornell University; 2011. Available from: http://hdl.handle.net/1813/33540

Cornell University

30. Kraft, Brandon. Making Sense Of Environmental Governance: An Empirical Assessment Of Accountability In Working Landscapes.

Degree: M.S., Natural Resources, Natural Resources, 2014, Cornell University

URL: http://hdl.handle.net/1813/36051

► Over the past 40 years, state, market, and civil society actors have created working forests. Although there are myriad definitions of working forests, the dominant… (more)

▼ Over the past 40 years, state, market, and civil society actors have created working forests. Although there are myriad definitions of working forests, the dominant definition focuses on multifunctionality - incorporating social, economic, and environmental interests and uses. Working forests are contextualized in broader political, economic, and legal processes like parcelization, division of property rights, and financialization. In an attempt to engage diverse stakeholders in management and conservation decisions, theses forests are controlled by state, market, and civil society actors creating hybrid governance arrangements. The forests that are both created and indicative of these processes raise concerns for forest and ecosystem fragmentation and contests among and within organizations. These concerns threaten the viability of these working forests and call into question the creation of future working forests. This study investigates two working forests in the United States that exhibit characteristics of the political economic processes mentioned above. I use neo-institutional theory from sociology to motivate the use of accountability mechanisms to evaluate working forests. These mechanisms give actors (accountors) the ability to receive information and sanction other actors (accountees). The study of accountability mechanisms affords the analyst the opportunity to understand the goals and relationships from which individual organizations seek to gain and maintain legitimacy. Within working forests, the study of accountability mechanisms provides the analyst an opportunity to evaluate the extent to which various goals and actors are brought into productive and stable tension through a series of proposed checks and balances. In this study, I qualitatively described and analyzed formal accountability mechanisms. I searched for formal accountability mechanisms for each organization holding a property right. From this information, I constructed the structure of accountability relationships, making note of both the type and nature the mechanisms. Moreover, I used qualitative content analysis to describe the objectives present in the accountability mechanisms. My findings demonstrate the diversity of goals and accountability relationships within working forests. I find that accountability mechanisms found in conservation easements and other agreements germane to the construction of the working forest are necessary to build relationship between organizations embedded in different institutional domains. The information sharing inherent in these mechanisms likely minimizes the risk of forest fragmentation. However, most accountability relationships exist within institutional domains, thus diminishing the potential for information sharing across domains. Through content analysis, I find that most organizations mention economic, environmental, and social goals. This finding may lessen the risk of contests among organizations, as different organizations perceive that their goals and concerns are incorporated into forest… Advisors/Committee Members: Wolf, Steven A. (chair), Tolbert, Pamela S (committee member).

Subjects/Keywords: Environmental Governance; Accountability; Organizations

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Kraft, B. (2014). Making Sense Of Environmental Governance: An Empirical Assessment Of Accountability In Working Landscapes. (Masters Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/36051

Chicago Manual of Style (16^th Edition):

Kraft, Brandon. “Making Sense Of Environmental Governance: An Empirical Assessment Of Accountability In Working Landscapes.” 2014. Masters Thesis, Cornell University. Accessed March 01, 2021. http://hdl.handle.net/1813/36051.

MLA Handbook (7^th Edition):

Kraft, Brandon. “Making Sense Of Environmental Governance: An Empirical Assessment Of Accountability In Working Landscapes.” 2014. Web. 01 Mar 2021.

Vancouver:

Kraft B. Making Sense Of Environmental Governance: An Empirical Assessment Of Accountability In Working Landscapes. [Internet] [Masters thesis]. Cornell University; 2014. [cited 2021 Mar 01]. Available from: http://hdl.handle.net/1813/36051.

Council of Science Editors:

Kraft B. Making Sense Of Environmental Governance: An Empirical Assessment Of Accountability In Working Landscapes. [Masters Thesis]. Cornell University; 2014. Available from: http://hdl.handle.net/1813/36051

Open Access Theses and Dissertations