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Education, professionalism and the quest for accountability : hitting the target but missing the point /
Today, workers based€in institutions designed to serve the public--teachers, nurses, social workers, community officers, librarians, civil servants, etc.--are expected to reorganize their thoughts and practice in accordance with a "performance" management model of accountability which enco...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Routledge,
2011.
|
| Colección: | Routledge international studies in the philosophy of education ;
26. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 1 | 0 | |a Education, professionalism and the quest for accountability : |b hitting the target but missing the point / |c Jane Green. |
| 260 | |a New York : |b Routledge, |c 2011. | ||
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| 490 | 1 | |a Routledge international studies in the philosophy of education ; |v 26 | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Book Cover; Title; Copyright; Contents; Acknowledgments; Introduction; Part I Starting-Points: Ideas, Ideals, and Ideologies; 1 From Concern to Doubt, From Doubt to Critique; 2 Quest for Accountability: The Managerial Response; 3 The Lure of the Explicit: Managerial Modes of Accountability and the Ideal of Transparency; Part II Practical Judgment; 4 Responsibility and Accountability; 5 Accountability, Answerability, and the Virtue of Responsibleness: Sketch of a Neo-Aristotelian Model of Practical Rationality; 6 Quest for Accountability: The Neo-Aristotelian Response. | |
| 520 | |a Today, workers based€in institutions designed to serve the public--teachers, nurses, social workers, community officers, librarians, civil servants, etc.--are expected to reorganize their thoughts and practice in accordance with a "performance" management model of accountability which encourages a rigid bureaucracy, one which translates regulation and monitoring procedures into inflexible and obligatory compliance. This book shows how and why this performance model may be expected, paradoxically, to make practices less accountable--and, in the case of education, less educative | ||
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