School Reform in an Era of Standardization
Authentic Accountabilities

School Reform in an Era of Standardization explores how teachers and school-based administrators navigate the processes of accountability and standardization in schooling systems and settings. It provides clear insights into how the work and learning of teachers and students in schools have been dramatically reconstituted by increased pressures of external, political scrutiny and accountability. The bookreveals in detail the nature and effects of standardization processes upon schools and schooling systems. Specifically, it shows how curriculum development, teaching and assessment practices have all been recalibrated under conditions of increased external scrutiny of teacher and student work and learning, and how such processes are manifest in curriculum dominated by attention to literacy and numeracy, more 'scripted' pedagogies and standardized testing.

However, the research not only elaborates the detrimental effects of such processes, but also how those responsible for educating in schools ? teachers, heads of curriculum, deputy-principals and principals ? have responded proactively by interpreting, interrogating and challenging these conditions. In this way, it provides resources for hope ? evidence of what are described as more ?authentic accountabilities? ? and at the same time it provides a clear portrait of the difficulty of fostering substantive curriculum, teaching and assessment reform during an era of increasingly reductive accountability processes. It will be an invaluable resource for understanding and enhancing practices in schools and school systems in the decades to come, and for giving hope to educators in the ongoing work of rebuilding trust in public education.

Chapter 1: Introduction: The rise of accountability and audit in schools. PART I: PHILOSOPHY, POLICY AND POLITICS. Chapter 2: Governing for and through accountability: A brief history. Chapter 3: Educational policy and politics in an era of standardized accountability. PART II THE POLITICS OF PRACTICE. Chapter 4: Accounting for curriculum reform in contemporary times: Standardized curriculum, accountability and contestation. Chapter 5: Teaching in and beyond an age of accountability. Chapter 6: Testing times: Teaching to and beyond the test. Chapter 7: Conclusion - Beyond standardization of educational provision: The case for authentic accountabilities

Ian Hardy (PhD) is Associate Professor of Education at the School of Education, The University of Queensland, Australia. Dr Hardy researches the relationship between education and society, particularly the broader socio-political contexts that influence educators’ work and learning, and educators' responses to the policy and political settings in which their work is undertaken.