Public Accountability: Performance Measurement, The Extended State, And The Search For Trust

In an Academy partnership with the Kettering Foundation, National Academy of Pubic Administration Fellows Melvin J. Dubnick and H. George Frederickson have completed a study of accountability. The study, Public Accountability: Performance Measurement, The Extended State, and the Search for Trust, is a treatment of the strengths and weaknesses of contemporary applications of accountability to public affairs. The working title of the study was Public Accountability: From Ambulance Chasing to Accident Prevention, but that title was thought to lack the dignity such an important subject deserves. Dubnick and Frederickson challenge the often assumed relationship between performance measurement and accountability. They give special attention to accountability challenges associated with the outsourcing of government work, what they call the Extended State. And, they provide examples of effective public accountability in the context of high trust public-private partnerships

Ethics in Public Management

This volume follows two earlier projects undertaken by Frederickson (1993) and Frederickson and Ghere (2005) to present collections of theoretical essays and empirical analyses on administrative ethics. Three years before the publication of the first volume —Frederickson\u27s Ethics and Public Administration — the National Commission on the Public Service released Leadership for America (also known as the Volcker Commission Report) that attested to the quiet crisis in government whereby too many of the best of the nation\u27s senior executives are ready to leave government, and not enough of its most talented young people are willing to join. This erosion in the attractiveness in public service at all levels — most specifically in the federal civil service — undermines the ability of government to respond effectively to the needs and aspirations of the American people, and ultimately damages the democratic process itself. This volume presents part of the solution

University Rankings: Evidence and a Conceptual Framework

University ranking has high public visibility, the ranking business has flourished, and institutions of higher education have not been able to ignore it. This study of university ranking presents general considerations of ranking and institutional responses to it, particularly considering reactions to ranking, ranking as a self-fulfilling prophecy, and ranking as a means of transforming qualities into quantities. The authors present a conceptual framework of university ranking based on three propositions and carry out a descriptive statistical analysis of U.S. and international ranking data to evaluate those propositions. The first proposition of university ranking is that ranking systems are demarcated by a high degree of stability, equilibrium, and path dependence. The second proposition links ranking to institutional identity. The third proposition posits that rankings function as a catalyst for institutional isomorphism. The conclusion reviews some important new developments in university ranking

Ethics and the Public Administrator

This article provides an overview and analysis of the practical problems of developing and implementing a code of ethics for public administrators. The article addresses three key issues: (1) What are public ethics and where do they come from? (2) What are the central ethical issues facing public administrators? and (3) Are there practical tools and guidelines to assist public servants to be both ethical and effective public managers? The article concludes with a plea for consideration of ethical issues, and it presents five general ethical principles for public administrators

Antisocial behaviour and teacher–student relationship quality: The role of emotion‐related abilities and callous–unemotional traits

Background: Childhood antisocial behaviour has been associated with poorer teacher-student relationship (TSR) quality. It is also well-established that youth with antisocial behaviour have a range of emotion-related deficits, yet the impact of these students’ emotion-related abilities on the TSR is not understood. Furthermore, the addition of the Limited Prosocial Emotions specifier in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) indicates that understanding the role of callous-unemotional (CU) traits for youth with antisocial behaviour problems is of particular importance. Aims: The aim of this study was to investigate the association between antisocial behaviour difficulties and the TSR by examining the influence of emotion-related abilities and CU traits. Sample: Twelve teachers from 10 primary schools provided anonymised information on 108 children aged 6-11 years. Results: Antisocial behaviour was associated with higher teacher-student conflict (but not closeness) as well as higher emotion lability/negativity and lower emotion understanding/empathy. Emotion lability/negativity was associated with higher teacher-student conflict (but not closeness), and emotion understanding/empathy was associated with lower teacher-student conflict and higher closeness. CU traits was associated with higher teacher-student conflict and lower teacher-student closeness (controlling for antisocial behaviour more broadly). We found no evidence of a moderating effect of CU traits or emotion-related abilities on the association between antisocial behaviour and TSR quality. Conclusions: Interventions for behaviour difficulties should consider teacher-student relationships in the classroom. Strategies which aim to improve teacher-student closeness as well as reduce teacher-student conflict may be of particular value to students with high CU traits

History, Commemoration, and Belief: Abraham Lincoln in American Memory, 1945-2001

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/91765/1/Schuman-History_Commemoration_Belief.pd

Development of inclusive education in England: Impact on children with special educational needs and disabilities

This is an accepted manuscript of a book chapter published by Springer Routledge in the Handbook on Promoting Social Justice in Education, available online: https://doi.org/10.1007/978-3-319-74078-2_151-1 The accepted version of the publication may differ from the final published version. Please refer to the publisher's terms and conditions for re-use.This chapter considers a historical account of the development of inclusion in England and the changes made to the education of children with SEND since the 1940s. The chapter details the development of inclusive education, the complexity of defining inclusion, and what inclusion has come to mean in current practice. This historical account is considered alongside the development and dominance of the standards agenda. In considering inclusion in this manner, the original intentions of its agenda are questioned against the practical implementation of inclusive education in current practice. The chapter concludes by proposing that significant progress has not been made with inclusion because it has not been possible to accommodate it within the competing political agendas replete in England’s education system