Abstract
This analysis and synthesis explores constructs of professional autonomy and accountability using constructivist theory and practice to examine the organizational dynamics of centralization/decentralization, particularly as applied to educational organizations. Major schools of constructivist thought are explored to shed light on centralization/decentralization dynamics, which then are used to explore constructs of professional autonomy and accountability. Oldroyd's comparison of the United States and United Kingdom's heavy focus on “education for results,” or accountability, is compared with Scandinavia's preference for “education for learning.” The former results in centralization and accountability; the latter emphasizes the local locus of control, thus supporting autonomy. The overwhelming consensus as the twentieth century closed has been that knowledge is constructed. —D. C. Phillips, Constructivism in Education (2000, p. viii)
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