Thesis title: From metaphors to mantras – principals making sense of and integrating accountbaility expectations: a grounded theoretical model

System-wide assessment programs such as NAPLAN are introduced to determine the value added by schools towards student learning. This study investigates how secondary school principals in NSW accommodate the testing-based accountability within their views of learning. The findings indicate that these Principals accept the notion of school accountability though they reject reducing learning to a single score. They do not believe that test scored are adequate measures of student leanirng. The study offers a deep insight into the thinking of these Principals as they accommodate between their beliefs about learning and the demands of assessment regimes.

Judith Norris EdD (Conferred April, 2018)

20 thoughts on “Thesis title: From metaphors to mantras – principals making sense of and integrating accountbaility expectations: a grounded theoretical model

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