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1.
Russell Grigg 《History of education》2020,49(5):597-616
ABSTRACT This paper explores the emotional experiences of elementary school inspections, from the appointment of the first State school inspectors in 1839 to 1911 when Edward Holmes, the retiring chief inspector, signposted the prospects of a new era in elementary education. The paper is arranged in two parts: the first provides an outline of the origins and development of elementary school inspection, while the second discusses the potential contribution of emotions scholarship to inform our understanding of elementary schooling seen through the lens of inspection. Whereas previous studies have concentrated on the inspectorate’s administrative history in relation to school development, this paper’s contribution is to highlight what inspection sources reveal about elementary schools as sites of emotional expression and experience. While acknowledging the challenges a history of emotions framework presents, the paper concludes that such an approach offers a fresh perspective on inspection and school regimes in the past. 相似文献
2.
Amy Quintelier Jan Vanhoof Sven De Maeyer 《Educational Assessment, Evaluation and Accountability》2018,30(4):399-431
Despite the developmental perspective of school inspections, teachers in inspected schools are not always willing to accept the school inspection’s feedback for their further improvement of teaching and learning processes. Literature distinguishes several aspects of feedback that stimulate or hinder the acceptance of feedback, such as recipient’s cognitive and affective responses to feedback. This study investigates teachers’ cognitive and affective responses to school inspection feedback in relation to feedback acceptance. It draws on data from 21 in-depth interviews with teachers in eight primary schools. We found that positive perceptions of the inspectors’ credibility enhance teachers’ feedback acceptance. This is also the case for positive, clear feedback. Under these circumstances, emotions of joy, happiness and relief are expressed. Conversely, respondents tend to reject feedback when inspectors are perceived to be inadequately informed, arrogant or disrespectful. When negative feedback is rated as unfair, negative emotions, such as anger and sadness, interfere with feedback acceptance. In essence, we conclude that both feedback content and feedback source characteristics are decisive in the acceptance of process. From a practical perspective, the findings suggest there is a need to build on supportive relationships between teachers and school inspectors. 相似文献
3.
Throughout Europe, school inspection has become a visible means of governing education. This education and inspection policy is mediated, brokered, interpreted, and learned through networked activities where the global/European meet the national/local, giving national and local “uptake” a variety of characteristics. We explore the local features of this “uptake” as processes of learning in the interaction between schools and inspectors in Sweden. Drawing theoretically on Jacobsson’s notion of governing as increasingly done through meditative activities and on Leontiev’s activity theory, we suggest that school actors learn compliance through diverse emotions provoked by inspection processes in different local settings. Based on observations of inspections, interviews with teachers, head teachers and inspectors, documents, reports, and decisions, we portray how governing education is done through inspection processes in two Swedish schools. The case narratives underscore the importance of local context in these governing and learning processes. 相似文献
4.
Melanie Ehren Jane Perryman Nichola Shackleton 《School Effectiveness & School Improvement》2013,24(2):296-327
With decentralisation becoming increasingly widespread across Europe, evaluation and accountability are becoming key issues in ensuring quality provision for all (Altrichter & Maag Merki, 2010; Eurydice, 2004). In Europe, the dominant arrangement for educational accountability is school inspections. The purpose of this research is to identify and analyse the ways in which school inspections in The Netherlands impact on the work of schools. The results of 2 years of survey data of principals and teachers in primary and secondary schools show that inspection primarily drives change indirectly, through encouraging certain developmental processes, rather than through more direct and coercive methods, such as schools reacting to inspection feedback. Specifically, results indicate that school inspections which set clear expectations on what constitutes “good education” for schools and their stakeholders are strong determinants of improvement actions; principals and schools feel pressure to respond to these prompts and improve their education. 相似文献
5.
THE RELATIONSHIPS BETWEEN SCHOOL INSPECTIONS, SCHOOL CHARACTERISTICS AND SCHOOL IMPROVEMENT 总被引：1，自引：1，他引：0
ABSTRACT: The effects of school inspections on school improvement have been investigated only to a limited degree. The investigation reported on in this article is meant to expand our knowledge base regarding the impact of school inspections on school improvement. The theoretical framework for this research is partly based on the policy theory behind the Dutch Educational School Supervision Act (the latter includes assumptions about how school inspections lead to school improvement). Interviews and a survey with school inspectors gave insight into how school inspectors implement the Supervision Act and how they assess schools, and stimulate schools to improve. The results of ten case studies showed that all schools started to improve after a school visit. The innovation capacity of the school and the school environment do not seem to contribute to school improvement after school inspections. No effects were found on school-improvement processes of the number of insufficient scores that schools received from inspectors, the extent of feedback and suggestions for improvement, and the number of agreements. The provision of feedback about weaknesses, the assessment of these weak points as unsatisfactory, and the agreements between an inspector and the school regarding improvement activities do appear to make a difference in promoting school improvement. 相似文献
6.
Jakob Evertsson 《History of education》2015,44(3):259-273
It was in the late nineteenth century that teaching in Sweden’s elementary schools began its transformation from a religious education to a broader, national citizenship education that included history and geography. International research has pointed to a connection between the introduction of school inspections and the reform of public education during this period. In Sweden, however, the practice of inspection has not been explored at any length. This article therefore considers the part played by school inspections in the implementation of a more extensive curriculum in Swedish elementary schools in the period 1860–1900, with a particular focus on the subject of history, using a study of inspection reports from the diocese of Uppsala. It is argued that school inspectors had a key role in initiating reform at the local level, but also that the move towards broader-based citizenship education was not a simple, straightforward process. 相似文献
7.
Individual interviews were conducted with inspectors and teaching staff involved with three primary school inspections in three different LEAs. The interviews took place some time after the end of each inspection when the findings were generally known amongst the teaching staff. The inspections differed according to the degree of negotiation allowed to staff, the extent of inspection coverage, and degree of conformity to a full inspection model. Teacher reactions appeared to vary according to the extent and nature of any ‘surprises’ in the inspection reports and their findings. Some general issues emerged which were concerned with the contextualisation of judgements and the influence of time on the credibility of inspection methods. These issues and those relating to the resourcing of inspections are discussed in the light of the national arrangements for inspection inaugurated by the 1992 Education (Schools) Act and overseen by the Office for Standards in Education (OFSTED). 相似文献
8.
Jeffrey Brooks Hall 《Journal of educational administration and history》2018,50(4):364-378
ABSTRACTState school inspection in Norway is currently changing with targeted schools becoming subject to more complex methods of inquiry. Not only school principals but middle leaders are exposed to this shifting system, for the latter are in the frontline of their schools’ everyday practices. The article examines how state school inspection is used as means of controlling legal compliance, as well as evaluating the formative assessment routines and practices of schools, middle leaders, and individual teachers. Drawing on the concepts of accountability and performativity, field observations of inspectors interrogating department heads in primary education are analysed. The empirical study demonstrates how use of standardised rubrics steer the inspection process in schools, aiming more towards completing on task, rather than supporting middle leaders in their struggle to comply with legal standards. During such interrogation, the department heads comply with the system, and are at the same time open towards the inspectors’ questioning concerning the school’s lack of fully implemented routines. 相似文献
9.
In many countries the need for education systems and schools to improve and innovate has become central to the education policy of governments. School inspections are expected to play an important role in promoting such continuous improvement and to help schools and education systems more generally to consider the need for change and improvement. This article aims to enhance our understanding of the connections between school inspections and their impact on school improvement, using a longitudinal survey of principals and teachers in primary and secondary education. Random effects models and a longitudinal path model suggest that school inspections in particular have an impact on principals, but less so on teachers. The results indicate that the actual impact on improved school and teaching conditions, and ultimately student achievement, is limited. Schools in different inspection categories report different mechanisms of potential impact; the lack of any correlation between accepting feedback, setting expectations and stakeholder sensitivity and improvement actions in schools suggests that the impact of school inspections is not a linear process, but operates through diffuse and cyclical processes of change. 相似文献
10.
Holger Gaertner Sebastian Wurster Hans Anand Pant 《School Effectiveness & School Improvement》2013,24(4):489-508
This study uses a school-level longitudinal control-group design to examine how teachers and principals of inspected versus uninspected schools perceive school improvement at their schools. During the phasing in of school inspections in the states of Berlin and Brandenburg (Germany), both inspected and uninspected schools were surveyed with respect to school improvement activities over a 1-year period. The main finding is that principals’ and teachers’ perceptions of school quality were highly stable, irrespective of the introduction of school inspections. The results show school inspections had a comparatively low impact on the aspects of school quality measured here. 相似文献
11.
Abstract The new system for the inspection of special schools was introduced in England in September 1994, using common criteria as those used for mainstream schools. One of the main purposes of inspection stated by the Office for Standards in Education (OFSTED) is school improvement. This paper presents the perceptions of headteachers of the inspection process arising from the first inspections carried out during September‐December 1994. The evidence base used on these inspections is also considered. These data are used to suggest that school improvement can be enhanced by the inspection process under certain conditions. A preliminary exploration of these conditions is provided in the paper. Implications for the school inspection process, school self‐review and future research questions are identified. 相似文献
12.
TOWARDS A THEORY ON THE IMPACT OF SCHOOL INSPECTIONS 总被引：1，自引：0，他引：1
ABSTRACT: This article describes a theory about the ambition of most Inspectorates to realise 'school improvement through inspection'. Literature about a number of direct and indirect interventions, such as reciprocity, communication and feedback is used to build a theoretical model stating the relations between working methods of school inspectors, reactions of schools and resulting effects and side effects. Finally two types of inspections strategies are described that can be used in different types of schools. We expect schools with a low innovation capacity and few external impulses to be helped best by a directive approach in which an inspector clearly points to the strong and weak points of the school, the probable causes of their level of functioning, and potential ways for improvement. The inspector should pressure the school to change by making written agreements on how to change and by asking the school to work out these agreements in an improvement plan. A school with a high innovation capacity and strong external impulses is expected to do better with a more reserved inspection approach. Inspectors only need to provide this school with some insight into their strong and weak points. 相似文献
13.
Farewell to the tick box inspector? Ofsted and the changing regime of school inspection in England 总被引：1，自引：0，他引：1
Since its inception in 1992 Ofsted (The Office for Standards in Education, Children’s Services and Skills) has inspected schools under Section 9 of the Education (Schools) Act 1992; Section 10 of the School Inspections Act 1996; and Section 5 of the Education Act 2005. Pressure on England to improve its system of education has not only emerged from the national need for all schools to serve their pupils well, but has also been prompted by an increasing emphasis on international league tables such as that produced by the OECD (Organisation for Economic Cooperation and Development). In tables such as the Programme for International Student Assessment (PISA), England is viewed as underperforming against comparable countries. As a result, Ofsted has introduced what the agency terms to be one of the most stringent and demanding inspection frameworks since its inception. This framework reduces the previous 29 inspection judgements to just four, purportedly placing a far greater emphasis on the professional judgement of the inspector and representing a major departure from the ‘tick box’ approach which characterised previous frameworks. This paper examines the paradoxical fate of inspector professional judgement and concludes that whilst this may appear to signal a rapprochement between inspectors and teaching profession, there are considerable tensions when professional judgement is considered alongside quality control within a highly complex system. The study concludes that in order that inspection attains credibility as a method by which to govern education, this shift requires a more considered approach to ways in which this professional judgement can be effective within the challenging environment of the English education system. 相似文献
14.
Joan Dean 《Cambridge Journal of Education》1995,25(1):45-52
This is a study of 14 inspections of primary and secondary schools carried out by local inspectors in five widely separated areas during 1992 and 1993. The inspection approaches varied and in two cases followed the new OFSTED pattern. Reactions to inspection were gathered through interviews with headteachers and discussions with groups of teachers. Teachers’ reactions are described in relation to: the preparation for inspection; the inspectors as individuals; the inspection process; reporting and follow‐up. It is suggested that some of the concerns associated with these issues will be met by the new OFSTED arrangements. However, OFSTED practice may be less satisfactory in meeting other concerns such as the provision of adequate teacher feedback and the organisation of follow‐up advice and support 相似文献
15.
A Comparison between Inspection Reports on the Management of School Attendance Throughout the Education Service 总被引：2，自引：0，他引：2
Ken Reid 《Pastoral Care in Education》2005,23(4):31-41
This is the first article to compare and contrast the outcomes of Office for Standards in Education (Ofsted) reports on the management of school attendance issues in primary and secondary schools, out-of-school and local education authorities (LEA) provision. The findings indicate that schools and LEAs are judged using very strict criteria based on a school's or LEA's authorized or unauthorized rates of attendance, which are then compared with national norms, targets and Ofsted criteria. By contrast, out-of-school providers, often pupil referral units (PRUs), are given much more latitude despite their more obvious and serious attendance difficulties. This paper presents an insight into the reasons given by Ofsted inspectors for making either their positive or negative judgements on schools', PRUs' or LEAs' performances on the management of their attendance agenda. The implications of these findings are considered and conclusions drawn based on the evidence. Further research will be necessary to compare the findings in this paper with subsequent outcomes given the proposed changes with Ofsted's methodology and criteria for conducting its future inspections. 相似文献
16.
A lay inspector is an essential part of the team conducting an Office for Standards in Education (OFSTED) inspection in England. Evidence from a small research project focusing on interpretations of policy for primary mathematics at different levels of the OFSTED system revealed some tensions and lack of clarity about the role of the lay inspector. While expressing positive feelings about many aspects of lay inspection, primary inspectors interviewed felt, on the whole, that limitations in lay inspectors’ experience of teaching and learning meant that the responsibilities allocated to them relating to subject inspection (in this case mathematics) should also be limited. But boundaries were blurred and extensive experience of lay inspection itself could bring its own, perhaps worrying, form of ‘expertise’. Concerns about variations in the quality of lay inspectors were raised by both inspectors and key personnel in schools, variations which might impact on both the process of the inspection itself and the resulting inspection report 相似文献
17.
Thomas A. Wilson 《Cambridge Journal of Education》1995,25(1):89-96
The paper briefly explores the dynamics of the American school reform movement to explain the current American interest in English school inspection. The main explanation suggested is that there is a clear and growing awareness of the difficulties of ‘knowing schools’ through standardized testing. Knowledge from testing is a poor resource for schemes of school accountability and for supporting the work of teachers. Reflecting American interest, the ‘Study of School Inspection’ (Wilson, 1995) was carried out in 1992 to discover the underlying assumptions in the ways traditional English inspection knows and judges schools. The study, which was based on watching LEA and HM inspectors at work over a 9 month period, considers some of the ramifications of the English approach for American assessment and reform 相似文献
18.
Peter Shepherd 《British Journal of Religious Education》2010,32(3):215-227
Anglican school inspectors will usually be Christian. Is it possible that their beliefs might compromise their inspection judgements? Neutrality is impossible when holding opinions or making judgements about matters of signal importance. Religious beliefs are strongly held. Using the concept of ‘ordinary theology’ I argue that religious beliefs are so precious, that opinions formed and judgements made are inevitably processed through a ‘lens’ constructed from those beliefs. Three potential problem areas are examined in order to make a prima facie case that inspection judgements may be compromised by the ‘ordinary theology’ of inspectors. 相似文献
19.
20.
Adam Lefstein 《Discourse: Studies in the Cultural Politics of Education》2013,34(5):643-659
This article explores the school inspection as a political ritual for the management of tensions between competition and equality inherent in neo-liberal educational regulatory regimes. At the centre of the article is a case study of how teachers in an allegedly failing working-class English primary school coped with issues of social class, educational success-and-failure and an Office of Standards in Education (OFSTED) inspection and related accountability measures. National educational policy – relative performance data and inspection – generated a crisis within the school, and intervened in teacher discourse about the role of social class in pupil attainment. Whereas previous scholarship on OFSTED and inspections has emphasised their harmful effects on teachers and teaching practice, the current article broadens the focus from regulatory to political issues, from specific schools to the stability of the educational order more generally. Based on this case study, situated within a broader analysis of shifting discourses about social class and education in English educational policy, I argue that (1) the current regulatory regime makes ‘failure’ inevitable, thereby posing a symbolic problem for policy-makers and politicians; (2) by identifying failure and allocating blame, the inspection ritual fulfils an important symbolic function; which (3) serves to buttress the legitimacy of the neo-liberal educational order. 相似文献