accountability measures
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2022 ◽  
pp. 434-457
Author(s):  
Elizabeth Hughes Karnes ◽  
Holly Hansen-Thomas

This chapter explores rural teacher attitudes towards emergent bilinguals at the secondary level before, during, and after translanguaging professional development. Within the current political climate, accountability measures and assessment training affect teacher perceptions of second language acquisition and add to the deficit perspective. Juxtaposed with the accountability climate are the benefits of rurality and teachers who value the funds of knowledge these linguistically and culturally diverse students possess. Through a mixed methods study using qualitative and quantitative survey data, the authors examined the effects of translanguaging pedagogy on an English-only school district. The translanguaging strategies used in English language arts and reading classrooms showed potential to improve standardized English assessment scores by shifting the monolingual ideology of the teacher participants to a multilingual stance. The results of this study could revise current perceptions and pedagogy for emergent bilinguals.


2021 ◽  
pp. 205789112110671
Author(s):  
Sixtus Obioma Ibekwe

This work contributes to the few case studies that have examined the challenges of implementing transitional justice in displacement contexts by using the specific case of the displacement trend in the Conventional Basin of Lake Chad to further underscore the dynamics of the problems involved in the issue. The work finds that lack of commitment to the implementation of regional policy frameworks and also the numerous weaknesses of the demobilization, deradicalization and reintegration (DDR) programmes implemented in the region have all had specific hindrances, especially in the social and political (re)integration of displaced persons in the region. The work therefore calls for more regional efforts that take into account clearer screening methods, accountability measures, as well as the (re)integration of displaced persons in the study area into the wider systems of their various home countries.


2021 ◽  
Vol 46 (9) ◽  
pp. 1-21
Author(s):  
Robert Vanderburg ◽  
◽  
Paul Trotter ◽  

Teachers have come under increased pressure to improve educational outcomes as Australia has sought to meet the challenges of competing on an international level. This intensified pressure has been accompanied by improved levels of funding, a National Curriculum for all Australian states, and territories, along with assessments to measure these key outcomes. However, this increased level of scrutiny has affected the pedagogical choices of teachers. Traditional modes of instruction have been reinforced, with teachers moving away from effective constructivist approaches to learning. This article will propose that a reinterpretation of constructivist theories of development is needed to arrest this decline, so that increased accountability measures, like NAPLAN, can be perceived as constructivist opportunities to build both core subject knowledge and broader 21st Century skills, such as resilience.


2021 ◽  
Vol 5 (1) ◽  
Author(s):  
L. Thirupathi ◽  
Sultana Aijaz ◽  
K. Bhaskar

By bridging the gap between PRIs and parallel bodies across the country, this study will examine how the process of decentralisation is being actively considered by the Indian government as well as state governments. The multiple parallel bodies established by governments have resulted in the emergence of numerous parallel structures, undermining the panchayats. The proliferation of organisations has confused, as well as conflict and disempowerment of the Panchayats. The interface has become a key component of many state governments' agendas to assist make the multiple parallel entities more effective, sustainable, and PRIs-friendly. Accept that interlinkages will play a limited role and influence in the process of decentralisation and good governance unless the government takes decisive steps to devolve functions, funding, and officials to the PRIs, enabling decentralised planning and convergence. The higher authority would then have to disempower themselves to empower the PRIs. Devolution of power and authority from the State Government to the three-tiered PRIs could provide space and opportunity for more rigorous accountability measures. My article reflects on how many states are implementing programmes primarily through state bureaucracies, resulting in parallel structures, which is contrary to the spirit of the 73rd Constitutional Amendment Act of 1992. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0875/a.php" alt="Hit counter" /></p>


2021 ◽  
Vol 31 (2) ◽  
pp. 335-350
Author(s):  
Moetiz Samad

The purpose of this conceptual study was to examine how the National Basketball Association (NBA) should address gender discrimination in sports by implementing the “Hammon” Rule for head coaching and general manager hiring processes. Drawing from societal perceptions (Sagas & Cunningham, 2004; Schaeperkoetter et al., 2017), leadership (Burton, 2015) and the infusion of the Ecological-Intersectional Model (EIM) (LaVoi, 2016) as conceptual focal points, this article asserts that the NBA has important opportunities to lead other professional sports leagues to aid in its recruitment and retention of women in front-facing leadership roles. Utilizing Lapchick’s (2020a) report on race and gender for the NBA, this study calls for progressive action. As the current literature documents, legal and cultural factors, as well as leadership and lack of advocacy, all play a crucial role in how women are perceived within sport. This study provides a multi-faceted approach to addressing gender discrimination at the coaching and general manager levels, including accountability measures necessary for structural and organizational change to address gender discrimination in the NBA and beyond.


2021 ◽  
Vol 30 (2) ◽  
pp. 116
Author(s):  
Silvia Nakano ◽  
Alexandre Beaupré-Lavallée ◽  
Olivier Bégin-Caouette

At the core of New Public Management (NPM) reforms sit the concept of accountability of publicly funded organizations. In Canada, it is suggested that provinces have increased the number of accountability procedures imposed to universities and those measures would have had an impact on professors' academic workload. This study relies on the Canadian faculty's perspectives collected through the 2007 Changing Academic Profession (CAP) study (n = 1151) and the 2017 Academic Profession in the Knowledge Society (APIKS) study (n = 2968). Descriptive statistics and a MANOVA comparing the scores of five variables in 2007 and 2017 suggest that academic workload increased significantly in ten years, academic acvities are significantly more evaluated, although less by academics themselves, female academics report dedicating more time to administrative tasks and being more frequently evaluated, and senior administrative staff and external reviewers are perceived as being more involved in the evaluation of academic activities in 2017 than in 2007. Our interpretation is that accountability measures could increase professors' admministrative burden and grant more authority to non-academic staff. Key words: accountability; academic workload; academic profession; new public management; Canadian universities.


2021 ◽  
Vol 123 (6) ◽  
pp. 1-36
Author(s):  
John Portz

Background The federal Every Student Succeeds Act requires states to develop accountability measures in five indicator areas, including the new “school quality or student success” category. States also provide relative weights for each indicator. Research Questions This new indicator is an opportunity to further develop multiple accountability measures beyond the common focus on test scores. How did states respond to this opportunity? Why did states respond differently? Research Design A review of state ESSA plans is followed by regression analyses to help explain the different weights given by states to accountability indicators. Findings The average weight assigned to this new indicator is 11% at the elementary level and 20% at the high school level. There is a strong preference for measures of student success rather than institution-based measures of school quality. States giving this indicator the greatest weight are most influenced by a tradition of policy liberalism and, to a lesser degree, NAEP scores. Conclusion Most states are taking a limited and cautious approach to this new indicator. They continue an emphasis on test measures and assessing individual student performance. In a smaller number of states, there is a more significant movement toward the use of multiple accountability measures.


Author(s):  
Martin Mennecke

Abstract It is a commonplace in the R2P discourse to describe accountability measures as key means to implement the responsibility to protect. In particular, the International Criminal Court is regularly highlighted as a central actor, both in the literature, the annual R2P reports issued by the UN Secretary-General, and the subsequent debates in the UN General Assembly. Conspicuously absent from this conversation is the principal judicial organ of the United Nations, the International Court of Justice (icj). This article examines the potential role of the ‘World Court’, as The Gambia in November 2019 started a new case under the UN Genocide Convention against Myanmar before the icj. Analysing the limitations and prospects and existing icj case-law, the article concludes that the International Court of Justice can make an important and unique contribution to the responsibility to protect.


2021 ◽  
Vol 7 ◽  
pp. e516
Author(s):  
Ahmad Ali ◽  
Mansoor Ahmed ◽  
Abid Khan ◽  
Adeel Anjum ◽  
Muhammad Ilyas ◽  
...  

The information security domain focuses on security needs at all levels in a computing environment in either the Internet of Things, Cloud Computing, Cloud of Things, or any other implementation. Data, devices, services, or applications and communication are required to be protected and provided by information security shields at all levels and in all working states. Remote authentication is required to perform different administrative operations in an information system, and Administrators have full access to the system and may pose insider threats. Superusers and administrators are the most trusted persons in an organisation. “Trust but verify” is an approach to have an eye on the superusers and administrators. Distributed ledger technology (Blockchain-based data storage) is an immutable data storage scheme and provides a built-in facility to share statistics among peers. Distributed ledgers are proposed to provide visible security and non-repudiation, which securely records administrators’ authentications requests. The presence of security, privacy, and accountability measures establish trust among its stakeholders. Securing information in an electronic data processing system is challenging, i.e., providing services and access control for the resources to only legitimate users. Authentication plays a vital role in systems’ security; therefore, authentication and identity management are the key subjects to provide information security services. The leading cause of information security breaches is the failure of identity management/authentication systems and insider threats. In this regard, visible security measures have more deterrence than other schemes. In this paper, an authentication scheme, “VisTAS,” has been introduced, which provides visible security and trusted authentication services to the tenants and keeps the records in the blockchain.


sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 493-504
Author(s):  
Ishra Batool ◽  
Dr. Seema Arif ◽  
Muhammad Nadeem

There is little research on the school principal leadership role for monitoring and evaluating school performance, while Pakistan being the signatory of Sustainable Development Goals, is committed to achieving quality education. Planned changes are undergoing in the governance structures (school accountability) affecting schools in general, particularly school principals. The province of Punjab has excelled in implementing School Reform Roadmap (a whole school improvement program) and conducting a monthly assessment to monitor and evaluate Literacy and Numeracy Drive (LND), an initiative to measure 3rd graders' educational attainment.  This research was conducted to review how the leadership role impacts achieving policy-mandated initiatives (LND) for schools' improvement. A case study method was opted for exploring the opinions of school principals from one district of Punjab. A self-constructed questionnaire comprising closed-ended items was used to get opinions from 194 elementary and primary school principals, while were interviewed to get detailed insight into barriers to school improvement and suggestion for better monitoring and evaluation. The case concludes that the participative leadership style is more prevalent among school principals, but the delegative style is more effective for school improvement.  Most of the infrastructural facilities are now available in schools, but unfortunately, computer lab and computer teachers are not available in most primary and elementary schools, which is the necessity of LND. The results inform that student attendance is still problematic for schools, and this challenge alone can negatively affect School Sector Reform goals.


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