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This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.

Accountability has become one of the major keywords in education during the last two or three decades, and it is not being discussed without controversy. Accountability has always been deemed a necessity for schools to fulfill their purpose in society; however, different views on whether and to what extent schools can be regulated from the outside have led to dissimilar assumptions about who should be accountable to whom and by what means. In a globalized world and with the influence of powerful transnational actors, accountability systems have been converging in the past decades. At the same time, new accountability instruments have been woven into existing structures and processes that have been culturally, historically, and socio-politically preshaped. Accordingly, approaches towards educational accountability worldwide today seem to be similar and diverse at the same time. In this context, the question is how these accountability systems relate to the institutional conditions they are situated in, and how different actors coordinate the order in education within different types of accountability and governance systems. Finally, one can also discuss to what extent accountability policies affect power relations and normalize inequalities within society.

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.

Educational assessment modes and practices will change in the 21st century due to the advancement of technology in education. Consequently, this creates high expectations among stakeholders who are directly involved with assessment administration as well as professional responsibilities in assessment administration. Accountability of assessment administration includes maintaining assessment security and integrity. Assessments must be aligned with learning outcomes and instruction. Assessment administration policies should be aligned with an institution’s assessment policies. Hence, assessment administrators collaborate with the institutions to develop and unify assessment standards and practices toward the enhancement of accessing students’ overall competence. Optimum performance and typical performance covers cognitive, affective, and psychomotor aspects.

For example, in Malaysia, Integrated Cumulative Grade Point Average has been introduced in assessing higher education students’ holistic performance, an extension from the implementation of School-based Assessment in Malaysian schools beginning in the year 2011. Previous assessment practices that focused more on cognitive aspects only involved paper and pencil tests. Thus, there were not many issues pertaining to assessment administration. However, to overcome the challenges in the new direction of assessment in the 21st century, it is important to pay particular attention to the accountability of assessment administration. There is also a need to accommodate and modify assessment administration according to the needs of current assessment mode and practices. We cannot wholly depend on standardized procedures all the time, because the nature of assessment may differ according to students’ ability, the types and venues of assessment, and national agendas.

Assessment administrators are accountable to ensure that honesty, integrity, due care, validity, reliability, and fairness are observed and maintained during the assessment. The administration of educational assessment generally involves three major phases, namely preassessment administration, assessment during administration, and postassessment administration. There are standardized documented rules and procedures that assessment administrators need to follow when administering educational assessment to ensure that standards of accountability are upheld.

Achievement motivation theories are used to understand gender discrepancies in motivation across various academic domains. Early on in the field of motivation research, researchers commonly used an attribution framework to study achievement-related outcomes among men and women. Self-efficacy theory and a revised expectancy-value theory of achievement-related choices dominate the current literature on gender differences and achievement motivation. Current trends in research on gender and academic motivation include the shifting and expanding of theoretical frameworks, a new focus on the motivation and achievement of male students, and the use of advanced methodologies and cross-national data to conduct comparative research on gender and patterns of motivation.

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.

The quality of education in any country rests on school communities as a whole. However, the real implementers of innovations and changes in curriculum are teachers. Teachers, as practitioners, are the ones most often held accountable for successes and failures in educating schoolchildren. The way to facilitate teachers in handling challenges and keeping up with curriculum renewals is through constant support in the form of continuous professional development (CPD) by means of action research. Action research as CPD has been viewed as a critical platform for advocating change, which is the outcome of teachers’ ability and autonomy to lead in making informed decisions about their own practices. Given its usefulness, action research is found well established, vastly practiced, and widely published in the Western countries. This has raised the question of the spread of action research as CPD in the Southeast Asian region. Preliminary analysis reveals that in some Southeast Asian countries, such as Timor Leste, there is limited literature on action research, while in countries such as Malaysia, Singapore, and Thailand, action research has been well documented. At the same time, there’s an emerging trend in Southeast Asian countries to adopt different models of action research. In Malaysia, for instance, action research has been primarily classroom based, whereas in Indonesia, a critical and community-based approach to action research seems to be prevalent. This suggests that the kinds of action research conducted in the different Southeast Asian countries may reflect variations in cultural, economic, and geographic landscapes. Given the importance of action research to teacher practitioners and school leaders, and in providing an identity to the action research approaches conducted in Southeast Asia, the historical trail of action research presents a window to the nature of CPD concerns of each country, as well as the successes and challenges of conducting action research as CPD for sustained impact.

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.

Herein the term Action Research is addressed by reflecting upon two words, action and research, united within this century to create something quite useful and commonplace. The word research, which has a long and traceable evolution, has been linked to seeking and to action, which is certainly the opposite of inaction. Upon closer examination, it is the action that can be either covert or overt, since thinking can be an action. When used together Action Research presents an opportunity to seek, pursue, and track one’s actions to arrive at a target. Yet how a person decides to seek provides context. Regardless of the path taken, Action Research involves certain steps, such as reflection, that are focused, strategic, and seeking within a social context to move forward.

Action Research is malleable, flexible, and therefore can be many things depending upon how the terms are demarcated. However, herein Action Research is both a strategy and orderly process that supports those who may seek to examine, to change, and/or to improve. Action Research is a commitment and an approach from within that provides a structure that can simplify and guide an inquiry. Action Research (AR) can meet the needs of the individual or a group as it supports self-inquiry and group-inquiry equally, while unfolding in a series of steps and phases. The action step may include either cognitive and/or psycho-motor acts; the reflection step includes efforts to look back and within, whereas the third step, revision, demands that an action researcher plan for their next step. This AR process may include additional steps; however, AR remains cyclical and recursive and at times piecemeal as steps may overlap, accelerate, and challenge the action researcher over time, since theory and practice can be quite disparate.

A common definition of listening distinguishes between hearing and listening. The basic distinction describes hearing as a passive action of perceiving sounds, whereas listening involves paying active attention to various layers and elements of what one is hearing. Active listening to music, featuring the discerning of sounds, musical structures, harmonies, and the interrelations between the sounds, is akin to contemplating complex ideas. Providing meaning for this nexus of relationships requires listeners to grapple with these complex musical nuances, listening to different layers of the melody and harmony and connecting them to cultural and historical aspects. Challenging students to grapple with the complex nuances of musical pieces, to listen to different layers of the melody and harmony, and to connect those elements to cultural and historical aspects will provide them the opportunity to reflect upon the social and cultural contexts in which they live. The concept of what it means to be active (or mindful) has been examined from various perspectives and theories and holds great potential in advancing individual growth and social sensitivity.