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This paper presents an overview of studies into effects and side effects of control mechanisms in education. We focus on effects and side effects of inspection visits and public performance indicators. A first conclusion is that the studies do not provide us with a clear answer to the question of whether inspections have positive causal effects on the quality of schools. Results of studies of publications on public performance indicators are more unambiguous. They lead us to the conclusion that although principals and teachers believe performance indicators are important, parents and pupils take very little notice of these indicators when choosing schools. A third conclusion concerns the occurrence of side effects of school inspections and other control mechanisms in education. Several of the studies discussed clearly refer to the existence of these side effects, such as 'window dressing' and other types of 'gaming'. [ABSTRACT FROM AUTHOR]

This paper considers the professional responsibility of schools in England to provide effective induction practices in the context of a central government mandated policy. It looks at individual schools as ‘habitats’ for induction and the role of school leaders and LEAs as facilitators or inhibitors. Notions of professional responsibility and public accountability are used to analyse the small number of ‘rogue’ school leaders who, within the new legislative framework, treat new teachers unprofessionally and waste public resources. A typology of ‘rogue’ schools that are in some way deviant in transgressing induction requirements is developed and the various sanctions that can be deployed against such schools are examined. How LEAs handle their monitoring and accountability role and manage deviant schools is considered. Finally, suggestions are made for improvements, such as the need to clarify professional responsibility and refine systems of professional accountability. [ABSTRACT FROM AUTHOR]