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Educational Bankruptcy, Takeovers, and Reconstitution of Failing Schools


by James G. Cibulka 2003

Accountability can be viewed both as a prevention for abuses of power and as a corrective device once those abuses occur. Hence, higher levels of government can intervene with lower levels when there is evidence that corrective action is needed. This corrective dimension of accountability tends to lead to policy approaches that are highly directive and top-down. The implicit assumption in such approaches is that unacceptable behavior can be eliminated only through the use of regulatory sanctions. Depending on the nature of the violation and the remedy sought, a theory of motivation that relies heavily on compliance may or may not be appropriate for bringing about wanted changes.


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This article originally appeared as NSSE Yearbook Vol 102. No. 1.


Cite This Article as: Teachers College Record Volume 105 Number 10, 2003, p. 249-270
http://www.tcrecord.org ID Number: 18665, Date Accessed: 4/29/2017 1:30:34 AM

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About the Author
  • James Cibulka
    University of Kentucky
    E-mail Author
    JAMES G. CIBULKA is Dean of the College of Education and Professor in the Department of Administration and Supervision and in the Department of Educational Policy Studies and Evaluation at the University of Kentucky.
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