Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 129-134).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed.D.)--Baylor University, 2006. / Includes bibliographical references (p. 119-121).

abstract: Accountability has been commonly referred to in the literature as a person’s expectation about others’ evaluations. However, in this study, I develop an alternative perspective of leader accountability by defining it as an individual’s degree of ownership regarding good or poor performance and acceptance of associated rewards or disciplinary actions. Based on attribution theory, leaders can have internal and external ownership regarding good and poor performance. I propose that accountability can be categorized into two correlated but distinct aspects: self-benefitting and other-benefitting. Leader self-benefitting accountability refers to leaders’ attributions towards their own benefits (i.e., internal attribution of good performance and external attribution of poor performance). Leader other-benefitting accountability reflects leaders’ attributions towards others’ interests (i.e., internal attribution of poor performance and external attribution of good performance). Using multiple samples, I develop and validate a leader accountability scale, and then test a theoretical model with a focus on leader accountability and collective accountability (i.e., a group of individuals’ degree of ownership) by collecting data from 57 leaders and 162 followers in three Chinese companies. The findings show that leader humility is positively related to leader other-benefitting accountability. Both leader self-benefitting and other-benefitting accountability are associated with collective self-benefitting and other-benefitting accountability, respectively. Moreover, the relationship between leader self-benefitting and collective self-benefitting accountability is enhanced when the leader has high organization prototypicality. Furthermore, collective self-benefitting accountability decreases leader effectiveness and team effectiveness, while collective other-benefitting accountability increases leader effectiveness. / Dissertation/Thesis / Doctoral Dissertation Business Administration 2016

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciência Política, 2010. / Submitted by Thaíza da Silva Santos (thaiza28@hotmail.com) on 2011-02-11T21:27:48Z No. of bitstreams: 1 2010_AnaKarinePereira.pdf: 551375 bytes, checksum: a5b2ba2663e9f948c30fe67624fca467 (MD5) / Approved for entry into archive by Daniel Ribeiro(daniel@bce.unb.br) on 2011-02-14T22:46:58Z (GMT) No. of bitstreams: 1 2010_AnaKarinePereira.pdf: 551375 bytes, checksum: a5b2ba2663e9f948c30fe67624fca467 (MD5) / Made available in DSpace on 2011-02-14T22:46:58Z (GMT). No. of bitstreams: 1 2010_AnaKarinePereira.pdf: 551375 bytes, checksum: a5b2ba2663e9f948c30fe67624fca467 (MD5) / A gestão ambiental do Distrito Federal é compartilhada entre múltiplos atores com poder de veto: órgãos governamentais federais e distritais, conselhos gestores, movimentos sociais etc. O objetivo desta dissertação é analisar a eficácia da atuação dos atores que atuam na esfera pública em defesa do meio ambiente equilibrado para garantir que o processo de ordenamento territorial em Brasília englobe não apenas o interesse de expansão urbana, mas também o do equilíbrio ambiental. Essa análise utiliza dois modelos teóricos: a teoria da accountability, que defende a fragmentação do poder para que seja possível haver um sistema de pesos e contrapesos, em que uma parcela do poder controla a outra; a teoria de Tsebelis (1995) que acredita que nesses contextos em que o número de atores com poder de veto é elevado, alterações no status quo são mais difíceis de ocorrer. Assim, o estudo de Tsebelis é uma alerta de que a fragmentação do poder – apesar de gerar a accountability, considerada como um resultado positivo –, pode gerar também o imobilismo político, que pode ser interpretado como um efeito negativo por levar a ingerência institucional (BRINKERHOFF, 1996; LANDAU, 1991). Para realizar essa análise, esta dissertação discute a bibliografia sobre accountability vertical e horizontal; mapeia os atores que atuam na gestão ambiental do Distrital em favor do expansionismo urbano e aqueles favoráveis a sustentabilidade ambiental; estuda a atuação desses atores a partir da análise do último processo de revisão do Plano de Ordenamento Territorial do Distrito Federal e de dois processos de licenciamento ambiental. Esta dissertação concluiu que avanços significativos foram alcançados para garantir a presença dos interesses ligados ao meio ambiente equilibrado no processo de ordenamento territorial de Brasília, sendo que o imobilismo foi utilizado em algumas situações como um mecanismo de accountability ao controlar os interesses ligados ao expansionismo urbano. Entretanto, esses avanços não são resultado de uma responsabilidade igualmente compartilhada entre os atores pró meio ambiente: há uma nítida concentração no Ministério Público como ator e na legislação como mecanismo. _________________________________________________________________________________ ABSTRACT / The environmental management in the Federal District is shared among multiple actors that have veto power: federal and local governmental agencies, councils, social movements, etc. The purpose of this paper is to analyze the efficiency of the action of the actors that defend environmental sustainability to guarantee that the process of territorial administration considers not only the interests to expand the city, but also the interests connected to environmental sustainability. This paper uses two theoretical models: the theory of accountability, which defends the power fragmentation to make possible a system of checks and balances; and the theory of Tsebelis (1995) which argues that in cases when the number of veto players is too big it is less likely to change the status quo. The work of Tsebelis makes a warning that the power fragmentation – in spite of stimulate accountability, which is a good result – can cause also the political immobilism, which can be considered as a negative result since it leads to the institutional mismanagement (BRINKERHOFF, 1996; LANDAU, 1991). In order to do this analysis, this paper reviews the discussions about horizontal and vertical accountability; makes a map of the actors that are involved with the environmental management in the Federal District, whether they defend the city expansion or the environmental sustainability; studies the last revision of the “Plano de Ordenamento Territorial do Distrito Federal” and two processes of environmental licenses to see the action of those actors. This paper concludes that important moves have been done to guarantee the presence of the interests connected to the environmental sustainability in the territorial administration. The political immobilism was used in some situations as an instrument of accountability since it helped to control the interests to expand the city. However, these moves are not a result of equal shared responsibility among the actor that defend the environmental sustainability: there is a clear concentration in the “Ministério Público” as an actor and in the legislation as an instrument.

Made available in DSpace on 2014-06-12T15:53:32Z (GMT). No. of bitstreams: 2 arquivo709_1.pdf: 4709698 bytes, checksum: 23ec08d9ad3dd1506df365ede2fa170b (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2010 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Que fatores influenciam a independência do Ministério Público? Partindo do pressuposto de que a Constituição de 1988 é o marco institucional para analisar o Ministério Público, o principal objetivo deste trabalho é identificar quais são os fatores institucionais formais que podem influenciar o seu nível de independência. A literatura especializada ressalta a independência do Ministério Público, mas são poucos os estudos que fazem um esforço de mensuração. Além disso, sua independência não o dispensa de se submeter à supervisão de outras instituições. Metodologicamente, combina-se a análise documental da Constituição com uma revisão bibliográfica sobre o tema. Adicionalmente, adota-se um modelo de análise fatorial de componentes principais para estimar um indicador de independência. Os resultados apontam que: 1) as variáveis que influenciam a independência do Ministério Público podem ser agrupadas em duas dimensões, uma institucional e uma dos seus membros; 2) a independência dos membros do Ministério Público brasileiro é maior do que a da instituição; 3) a instituição tem prerrogativas que o tornam uma agência de accountability e 4) ainda que incipientes, existem instituições capazes de tornar o Ministério Público accountable

Submitted by Marcelo Andrade Silva (marcelo.andradesilva@ufpe.br) on 2015-03-04T14:38:01Z No. of bitstreams: 2 Dissertação Ivan Juca Ciência Política 2012.pdf: 514553 bytes, checksum: d451bc742da25b4cf7d60cf0c346859f (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) / Made available in DSpace on 2015-03-04T14:38:01Z (GMT). No. of bitstreams: 2 Dissertação Ivan Juca Ciência Política 2012.pdf: 514553 bytes, checksum: d451bc742da25b4cf7d60cf0c346859f (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Previous issue date: 2012 / CNPQ e FACEPE / O objetivo dessa disertação é estimar o impacto de escândalos de corrupção sobre a carreira política dos deputados federais durante os dois mandatos do presidente Lula. Vencendo obstáculos informacionais severos, ca evidenciado que os eleitores utilizaram a informação disponível para punir eleitoralmente os deputados corruptos . Além disso, esse trabalho estimou o impacto da lei da cha limpa sobre a carreira política dos deputados federais na eleição de 2010. De forma contra intuitiva os resultados da análise demonstram que os deputados que violaram a lei da cha limpa na verdade foram mais ambiciosos e eleitoralmente bem sucedidos do que os demais. Por m, mostra-se que os escândalos ocorridos no primeiro mandato de Lula representaram um choque informacional, alterando o padrão de accountability vertical. Complementando a teoria da delegação, que ressalta os problemas gerados pela assimetria de informação, os resultado obtidos sugerem que, dadas certas condições, na verdade a informação sobre corrupção política deixa de ser relevante para o eleitor. No que diz respeito as instituições políticas, também julgadas importantes para a boa representação, são abundantes os argumentos teóricos desfavoráveis ao sistema político brasileiro, especialmente na sua capacidade de gerar accountability. No entanto, nesse trabalho torna-se evidente que o sistema eleitoral atual permite aos eleitores identi car e punir os deputados considerados corruptos, gerando importantes desdobramentos para a discussão da reforma política.

With the escalating accountability requirements under No Child Left Behind (NCLB), educators face intensified pressure to increase student achievement. As principals strive to meet the demands of federal and state mandates intended to close the achievement gap, schools often implement various organizational structures to help improve student achievement. Changing how schools and classrooms are organized for instruction as a strategy for school improvement has been one response to this pressure. Elmore, Peterson, and McCarthy (1996) believed that changing the way schools are organized will cause teachers to teach differently; hence students will learn differently, and the overall performance of schools will increase. Many organizational patterns in elementary schools have been controversial issues for decades. One of these issues is the implementation of departmentalized classrooms in the fifth grade. Because many elementary students receive their education in a self-contained classroom from one teacher who is responsible for teaching all academic subjects, the implementation of departmentalization may address the pitfalls of the self-contained organizational setting. In the departmentalized setting, teachers provide instruction in their area of specialization and students experience greater success. Furthermore, departmentalization may help elementary schools respond to state standards while seeking to produce higher achievement among students. Many studies have examined the impact of departmentalization on student achievement with numerous opinions on the issue. The literature, however, is dated and lacks empirical evidence. As very little research explores departmentalization at the elementary level, this case study explored how departmentalization impacted staff, students, and academic achievement at an urban elementary school in Mississippi. The data collection included interviews with teachers, surveys from staff and students, observations of classrooms and planning sessions, and analysis of Mississippi Curriculum Test, II (MCT2) data. The findings of this case study revealed students were exposed to multiple teaching strategies from teachers who were able to use their planning time to create learning activities and assessments for fewer subjects. As departmentalization enhanced the fifth grade teachers’ accountability for the students’ academic and behavior performances, the teachers felt pressured into adjusting their lessons to the 90 minutes block schedule.

This dissertation research uses the No Child Left Behind Act to assess two essential performance measure issues, measure development and the use of performance measures to enhance effectiveness. The study specifically explores what impact political party unity, the percentage of certified teachers, the percentage of state NEA members, past performance, per capita income, the percentage of minority students, and spending per pupil have on the level of challenge associated with performance measure development as well as the change in outcome. The level of challenge associated with performance measures is captured in a 6 point performance index. The change in outcome is defined as the change in 8th grade NAEP math and reading results during the life span of the act. The results reveal that the level of difficulty associated with performance measures was significantly related to variables in the model. The change in outcome was also influenced by strength of state performance measures as well as other variables included in the model.

The purpose of this study was to understand what No Child Left Behind (NCLB) meant to teachers in Mississippi and to determine what impact this reform had on reading and language arts classroom instruction for teachers. Qualitative research methods in the form of interview data and classroom observations were used to examine teachers’ perceptions of accountability and its effects on classroom instruction. Teachers were asked to answer a set of research interview questions related to research questions. The specific research questions used to explore teachers’ perceptions about accountability were (1) What are reading and language arts teachers’ perceptions of accountability? (2) What are teachers’ perceptions of the influence of state testing on reading and language arts classroom instruction? and (3) How do elementary and middle school teachers prepare students for end-of-year reading and language arts state test? The researcher gathered qualitative data from five teachers with teaching experience ranging from 5 years to 30 years of teaching experience. Each teacher who participated in this study was familiar with administering Mississippi Curriculum Test 2 (MCT2) at the elementary and middle school level. The results of this study indicated that teachers believe that the Mississippi accountability system is effective for improving the teaching and learning process but not for holding schools and districts accountable. Each teacher in this study believed that test scores alone were not effective for addressing the familial and societal issues many schools face on a day-to-day basis and as a result using test scores to determine school quality was unrealistic. Of the five teachers interviewed, four reported engaging students in meaningful learning activities that put emphasis on the significance of language arts in daily life. These teachers were also observed placing more emphasis on rubric-based assessments, classroom writing activities, and student-centered activities as a result of the 2006 Mississippi Language Arts Framework-Revised and MCT2. Recommendations for further research include investigating whether the impact of teachers’ professional experience influences student achievement, or whether the impact of the building principal’s perceptions of the framework impact classroom instruction and teachers’ perceptions.