Rapple, Brendan A.
Payment by Educational Results: An Idea Whose Time Has Gone?
Thirty-Five Years of Experimentation with Educational Efficiency in England (1862-1897).
h t t p s : / / f i l e s . e r i c . e d . g o v / f u l l t e x t / E D 3 2 4 8 0 8 . p d f
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A historical mode of inquiry to inform public policy discussions on accountability and economic efficiency in the public schools is presented. "Payment of results," a method of accountability instituted in the English elementary education system during the last-half of the 19th century, which was based upon governmental grants dependent upon student academic performance. Major criticisms are its emphasis on social control, mechanical nature, and the relationship between education and value for money. A conclusion is that payment by results was a restrictive system of educational accountability that impeded educational progress in England for the second-half of the 19th century, and that long-term benefits were sacrificed for short-term financial reward. True accountability should not be contingent upon examination results because the pedagogical methods used to attain those results will be mechanical, nonhumanistic, and detrimental to students. (ERIC).
Schlagwörter
Bildungsgeschichte, Bildungspolitik, England, Finanzierung, Großbritannien, Wales, Bildungspolitik, Leistungsmessung, Schulbildung, Schulgeschichte, Schulbildung, Finanzierung, 19. Jahrhundert, Leistungsmessung, Rechenschaftslegung, Standard, England, Großbritannien, Wales,
| Quelle | Normal: Illinois State University, Center for the Study of Educational Finance (1990), 37 S., URL des Volltextes: https://files.eric.ed.gov/fulltext/ED324808.pdf; http://education.illinoisstate.edu/downloads/csep/series14.pdf |
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| Reihe | MacArthur-Spencer Series#Bd.#14 |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | Monographie |
