Institutional design and the accountability paradox: A case study of three Aboriginal accountability regimes in Canada

While academic interest in accountability and transparency mechanisms in Aboriginal governance has risen over the past few years, very few studies have examined how these mechanisms operate in practice. One author, Shin Imai ( 2007 ), argues that Indigenous groups in Canada are faced with an accountability paradox that gives too much power to the federal government to intervene in band affairs, while giving too little power to band members to hold their local officials accountable for their actions. This paper examines the extent to which Aboriginal groups can avoid this paradox by reviewing three experiments in institutional design and self‐government in Aboriginal communities: the Sechelt Indian Band and the Westbank First Nation in British Columbia, and Nunatsiavut in Labrador. While considerable variation exists in terms of how well these communities overcome Imai's paradox, each community's accountability regime is an improvement over the one imposed by the Indian Act. The effectiveness of these regimes depends heavily on the institutional designs chosen by the Indigenous groups.     

Transparency and accountability in infrastructure stimulus spending: A comparison of Canadian,Australian and U.S. programs

In response to the global financial crisis that began in late 2007, many countries took on significant levels of deficit financing in order to increase spending on public works and infrastructure. This rapid infusion of public funding has raised concerns about the accountability and transparency of stimulus measures, including how best to monitor and evaluate the allocation and impact of the funds and report back to citizens. While there is growing research on the macro‐economic impacts of stimulus spending, very little comparative work has been done on the approaches of different countries to the governance of infrastructure stimulus spending programs. This article focuses on the latter by identifying and explaining the different practices in Canada, Australia and the United States in order to highlight implications for future stimulus‐led investment.     

A failure of imagination: R.G. Casey and Australian plans for counter-subversion in Asia, 1954-1956

This article is a study of some aspects of the non-military response of the Menzies government to the decolonisation of the European empires and the cold war in Asia. In the mid-1950s R.G. Casey, the Minister for External Affairs, was given responsibility by the cabinet to develop a programme of Colombo Plan - educational, cultural, propaganda, intelligence and political initiatives - which the Menzies government hoped would influence the outcome of the cold war in Asia. This article suggests that an examination of these government initiatives reveals some important insights into the nature of the Menzies government's understanding of and response to the revolutionary changes which swept through Asia in the decade after the Second World War.     

Is Trade Policy for Sale? Congressional Voting on Recent Trade Bills

This paper examines voting by U.S. Representatives onthe North American Free Trade Agreement, the UruguayRound Agreement, and most-favored nation status forChina. Using recent political economy models of tradepolicy to formulate an empirical specification ofcongressional voting behavior, we find evidence thatcampaign contributions influenced legislators' voteson the NAFTA and Uruguay Round bills. Labor groupcontributions were associated with votes against freertrade while business contributions were associatedwith votes in favor of freer trade. Economicconditions in each member's district as well as thebroad policy views of the legislators also affectedrepresentatives' voting decisions.     

Teacher–Student Relationship Climate and School Outcomes: Implications for Educational Policy Initiatives

In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students (n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging 16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and student achievement were mediated by the teacher–student relationship climate. Results of this study were threefold. First, teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly, schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students’ senior year. These findings are discussed in light of their educational policy implications.