Organizational improvement and accountability: lessons for education from other sectors
Gespeichert in:
| Format: | Elektronisch E-Book |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Santa Monica, CA
Rand Corp.
2004
|
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | "Rand Education.". - "MG-136-WFHF"--Page 4 of cover. - Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002 Includes bibliographical references (pages 125-134) Introduction : accountability in education -- Malcolm Baldrige National Quality Award Program -- Toyota production system/lean manufacturing -- The Job Training Partnership Act and the Workforce Investment Act -- Accountability in the legal profession -- Clinical practice guidelines in the health sector -- Risk adjustment methods in health care accountability The No Child Left Behind Act (NCLB) is a performance-based accountability system built around student test results. The accountability system comprises explicit educational goals, assessments for measuring the attainment of goals and judging success, and consequences (rewards or sanctions). But the mechanisms through which the system is intended to work are not well understood. The authors examined five accountability models: two from the manufacturing sector (the Malcolm Baldrige National Quality Award Program and the Toyota Production System (TPS)), a performance incentive model used in the evaluation of job training programs for the poor, accountability in the legal sector, accountability in health care as shown by clinical practice guidelines, use of statistical risk-adjustment methods, and the public reporting of health performance measures. Although education faces unique challenges, the authors conclude that educators can learn much from these other sectors. The Baldrige, TPS, and the clinical practice guidelines suggest the importance of focused institutional self-assessment, understanding school and district operations as a production process, being able to develop and apply a knowledge base about effective practice, and empowering participants in the process to contribute to improvement efforts. The job training and risk-adjustment models and the legal and health care accountability models provide specific guidance on how to enhance system-wide accountability in education by broadening performance measures; making sure performance goals are fair to all students and schools; developing standards of practice in promising areas; and encouraging professional accountability |
| Beschreibung: | 1 Online-Ressource (xix, 134 pages) |
| ISBN: | 0833035959 9780833035950 |
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| 500 | |a Includes bibliographical references (pages 125-134) | ||
| 500 | |a Introduction : accountability in education -- Malcolm Baldrige National Quality Award Program -- Toyota production system/lean manufacturing -- The Job Training Partnership Act and the Workforce Investment Act -- Accountability in the legal profession -- Clinical practice guidelines in the health sector -- Risk adjustment methods in health care accountability | ||
| 500 | |a The No Child Left Behind Act (NCLB) is a performance-based accountability system built around student test results. The accountability system comprises explicit educational goals, assessments for measuring the attainment of goals and judging success, and consequences (rewards or sanctions). But the mechanisms through which the system is intended to work are not well understood. The authors examined five accountability models: two from the manufacturing sector (the Malcolm Baldrige National Quality Award Program and the Toyota Production System (TPS)), a performance incentive model used in the evaluation of job training programs for the poor, accountability in the legal sector, accountability in health care as shown by clinical practice guidelines, use of statistical risk-adjustment methods, and the public reporting of health performance measures. Although education faces unique challenges, the authors conclude that educators can learn much from these other sectors. The Baldrige, TPS, and the clinical practice guidelines suggest the importance of focused institutional self-assessment, understanding school and district operations as a production process, being able to develop and apply a knowledge base about effective practice, and empowering participants in the process to contribute to improvement efforts. The job training and risk-adjustment models and the legal and health care accountability models provide specific guidance on how to enhance system-wide accountability in education by broadening performance measures; making sure performance goals are fair to all students and schools; developing standards of practice in promising areas; and encouraging professional accountability | ||
| 650 | 4 | |a Responsabilité du rendement (Éducation) | |
| 650 | 4 | |a Administration scolaire | |
| 650 | 4 | |a Efficacité organisationnelle / Évaluation | |
| 650 | 7 | |a EDUCATION / Finance |2 bisacsh | |
| 650 | 7 | |a EDUCATION / Educational Policy & Reform / General |2 bisacsh | |
| 650 | 7 | |a Educational accountability |2 fast | |
| 650 | 7 | |a Organizational effectiveness / Evaluation |2 fast | |
| 650 | 7 | |a School management and organization |2 fast | |
| 650 | 4 | |a Educational accountability |z United States | |
| 650 | 4 | |a School management and organization |z United States | |
| 650 | 4 | |a Organizational effectiveness |x Evaluation | |
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| 700 | 1 | |a Stecher, Brian M. |e Sonstige |4 oth | |
| 700 | 1 | |a Kirby, Sheila Nataraj |e Sonstige |4 oth | |
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Datensatz im Suchindex
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| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 379 - Public policy issues in education |
| dewey-raw | 379.1/58 |
| dewey-search | 379.1/58 |
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| geographic_facet | USA |
| id | DE-604.BV043096257 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:17:18Z |
| institution | BVB |
| isbn | 0833035959 9780833035950 |
| language | English |
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| publisher | Rand Corp. |
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| spelling | Organizational improvement and accountability lessons for education from other sectors Brian Stecher and Sheila Nataraj Kirby, editors ; prepared for the William and Flora Hewlett Foundation Santa Monica, CA Rand Corp. 2004 1 Online-Ressource (xix, 134 pages) txt rdacontent c rdamedia cr rdacarrier "Rand Education.". - "MG-136-WFHF"--Page 4 of cover. - Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002 Includes bibliographical references (pages 125-134) Introduction : accountability in education -- Malcolm Baldrige National Quality Award Program -- Toyota production system/lean manufacturing -- The Job Training Partnership Act and the Workforce Investment Act -- Accountability in the legal profession -- Clinical practice guidelines in the health sector -- Risk adjustment methods in health care accountability The No Child Left Behind Act (NCLB) is a performance-based accountability system built around student test results. The accountability system comprises explicit educational goals, assessments for measuring the attainment of goals and judging success, and consequences (rewards or sanctions). But the mechanisms through which the system is intended to work are not well understood. The authors examined five accountability models: two from the manufacturing sector (the Malcolm Baldrige National Quality Award Program and the Toyota Production System (TPS)), a performance incentive model used in the evaluation of job training programs for the poor, accountability in the legal sector, accountability in health care as shown by clinical practice guidelines, use of statistical risk-adjustment methods, and the public reporting of health performance measures. Although education faces unique challenges, the authors conclude that educators can learn much from these other sectors. The Baldrige, TPS, and the clinical practice guidelines suggest the importance of focused institutional self-assessment, understanding school and district operations as a production process, being able to develop and apply a knowledge base about effective practice, and empowering participants in the process to contribute to improvement efforts. The job training and risk-adjustment models and the legal and health care accountability models provide specific guidance on how to enhance system-wide accountability in education by broadening performance measures; making sure performance goals are fair to all students and schools; developing standards of practice in promising areas; and encouraging professional accountability Responsabilité du rendement (Éducation) Administration scolaire Efficacité organisationnelle / Évaluation EDUCATION / Finance bisacsh EDUCATION / Educational Policy & Reform / General bisacsh Educational accountability fast Organizational effectiveness / Evaluation fast School management and organization fast Educational accountability United States School management and organization United States Organizational effectiveness Evaluation USA Stecher, Brian M. Sonstige oth Kirby, Sheila Nataraj Sonstige oth Rand Education (Institute) Sonstige oth Erscheint auch als Druckausgabe 0-8330-3500-2 Erscheint auch als Druckausgabe 978-0-8330-3500-4 http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=105333 Aggregator Volltext |
| spellingShingle | Organizational improvement and accountability lessons for education from other sectors Responsabilité du rendement (Éducation) Administration scolaire Efficacité organisationnelle / Évaluation EDUCATION / Finance bisacsh EDUCATION / Educational Policy & Reform / General bisacsh Educational accountability fast Organizational effectiveness / Evaluation fast School management and organization fast Educational accountability United States School management and organization United States Organizational effectiveness Evaluation |
| title | Organizational improvement and accountability lessons for education from other sectors |
| title_auth | Organizational improvement and accountability lessons for education from other sectors |
| title_exact_search | Organizational improvement and accountability lessons for education from other sectors |
| title_full | Organizational improvement and accountability lessons for education from other sectors Brian Stecher and Sheila Nataraj Kirby, editors ; prepared for the William and Flora Hewlett Foundation |
| title_fullStr | Organizational improvement and accountability lessons for education from other sectors Brian Stecher and Sheila Nataraj Kirby, editors ; prepared for the William and Flora Hewlett Foundation |
| title_full_unstemmed | Organizational improvement and accountability lessons for education from other sectors Brian Stecher and Sheila Nataraj Kirby, editors ; prepared for the William and Flora Hewlett Foundation |
| title_short | Organizational improvement and accountability |
| title_sort | organizational improvement and accountability lessons for education from other sectors |
| title_sub | lessons for education from other sectors |
| topic | Responsabilité du rendement (Éducation) Administration scolaire Efficacité organisationnelle / Évaluation EDUCATION / Finance bisacsh EDUCATION / Educational Policy & Reform / General bisacsh Educational accountability fast Organizational effectiveness / Evaluation fast School management and organization fast Educational accountability United States School management and organization United States Organizational effectiveness Evaluation |
| topic_facet | Responsabilité du rendement (Éducation) Administration scolaire Efficacité organisationnelle / Évaluation EDUCATION / Finance EDUCATION / Educational Policy & Reform / General Educational accountability Organizational effectiveness / Evaluation School management and organization Educational accountability United States School management and organization United States Organizational effectiveness Evaluation USA |
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