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1.
Kim Schildkamp Adrie Visscher Hans Luyten 《School Effectiveness & School Improvement》2013,24(1):69-88
School quality care has become important in many Western countries. A number of self-evaluation instruments have been developed in response. The goal of these instruments is improving the quality of education. One such system, ZEBO, was developed for performing quality assessment in Dutch primary schools. The use of this self-evaluation instrument was studied in 79 primary schools in The Netherlands over a period of 5 years. The results of the multilevel analyses with repeated measures show that the use of the self-evaluation results had no effect on pupil achievement scores (so far). However, it did have other effects, for example, an impact on the professional development of teachers. 相似文献
2.
Educational Assessment, Evaluation and Accountability - School self-evaluation based on multiple data sources has been used to evaluate the quality of education at schools. This study aims to... 相似文献
3.
Claude Bourcet 《European Journal of Psychology of Education - EJPE》1998,13(4):515-527
The transition between Junior High School and High School (respectively “collège” and “lycée” in the French system) results in new academic demands to which the pupil tries to respond by mobilising new adaptive resources. This study deals with one of these resources — self-esteem — which, as a result of a qualitative change in the young person’s evaluation of him/herself, takes on its full meaning during adolescence. At the end of Junior High School, 208 good pupils (126 girls and 82 boys) were asked to fill in questionnaires about global self-esteem and self-evaluation in domains related to school (“with peers”; “in the school work”; “in the family”). Using two different techniques (questionnaires and interviews), their coping modalities (emotions, mental strategies and active strategies) were recorded when they found themselves facing a “first academic difficulty” at school. The difficulty took the form of a sudden, noticeable drop in performance in a subject in which the pupil had previously been successful. A multiple regression analysis revealed the low predictive power of contextual self-evaluation (including self-evaluation related to school) on functional and dysfunctional factors. On the other hand, global self-esteem contributed significantly to the prediction of these factors and to the sequential ordering of coping modalities in time. 相似文献
4.
Della Austin 《Emotional and Behavioural Difficulties》2013,18(2):125-139
This article describes a pilot study where consultancy supervision was introduced into a primary school for pupils with SEBD in England. School staff engaged with supervision and evaluated their experience through a quantitative and qualitative methodology. The paper explores the nature of supervision, the qualities of the supervisory relationship and the areas of school staff lives to which supervision can be relevant. The project is set in context through reviewing current literature and professional guidelines on supervision. The positive results of the project are described and recommendations and conclusions drawn from the findings. 相似文献
5.
AbstractThis paper reports the experiences of staff, parents, governors and students at a secondary free school in the West Midlands of England in relation to the inclusion of students with special educational needs (SEN). The paper is based on a qualitative research project carried out at a school that opened in 2015, with the explicit aim of examining the extent to which it developed as an inclusive school, particularly for children with SEN. In the paper, we draw on the classic distinction between ‘education’ and ‘schooling’ to identify tensions and overlaps between process and outcome oriented practices and examine the views of different stakeholders on how such practices impact on inclusion. By focusing on the day-to-day practices of the school and linking them to broader notions of schooling and education, we provide a complementary perspective on the current research on free schools, which is overwhelmingly quantitative and focused on admissions. 相似文献
6.
Jerry Booth Sarah Collins Anna Hammond† 《Assessment & Evaluation in Higher Education》2009,34(1):17-29
This article suggests that quality assessment in the UK has been largely set apart from learning and teaching and reports on a pilot project at the Hull York Medical School which attempted to integrate students’ evaluation of their clinical placements into the curriculum. It outlines the operational demands of this integrated method and compares the student experience of different evaluation methods. It argues that, when properly prepared and considered, evaluation can help students to practise useful skills and suggests that integrating this type of evaluation into the curriculum could be a step towards encouraging academic staff to engage with quality processes. 相似文献
7.
Eric C. K. Cheng 《Educational Research for Policy and Practice》2011,10(3):211-223
This article aims to examine the predictive relationships of self-evaluation capacity and staff competency on the effect of
strategic planning in aided secondary schools in Hong Kong. A quantitative questionnaire survey was compiled to collect data
from principals of the participating schools. Confirmatory factor analysis and reliability tests were applied to confirm the
constructed validity and reliability of the survey instrument. Multiple regression analysis was applied to explore the relationships
among variables. The capacity of self-evaluation mechanisms and staff competency are identified as predictive factors for
effective strategic planning. An effective quality assurance (QA) mechanism could support the sustainable development of school
organization. School administrators could embed self-evaluation mechanisms into strategic planning and provide staff development
to improve the QA systems in their schools. 相似文献
8.
In countries with a governance structure in which responsibility for the quality of education is shared between government and school boards, the past decades school self-evaluation has been stimulated as a way to encourage continuous quality improvement. However, working on the goals of quality assurance and school improvement at the same time is a challenge in general. To make a valuable contribution to both goals, the self-evaluation effort has to be of sufficient quality itself. In this article, we present a research-based framework for school self-evaluation (SSE) composed of both content and process factors that allows to evaluate the quality of self-evaluation in schools. We then used this model to evaluate the experiences in a comprehensive self-evaluation project that has been designed and used to help Dutch secondary schools promote the quality of student care. Our sample encompassed 79 Dutch secondary schools involved in this project. The findings show that the quality of SSE depends on the quality of the instruments (content) and process factors. However, to make a valuable contribution to school improvement and thereby the quality of education in The Netherlands more attention is needed for a balance between internal and external supervision and the role of school managers in the process of SSE.For future research more insight is needed in the challenges of meeting the content and process conditions of school self-evaluations, the governance and supervision issue at the level of schoolboards, the competence of change management in schools and the effects of SSE on the quality of education. 相似文献
9.
Pak Tee Ng 《Educational Research for Policy and Practice》2013,12(2):121-131
School accountability is such a familiar concept in many education systems that questions about what it actually means and entails are rather uncommon, especially to busy practitioners on the ground. This paper reports a research that examines each of the questions of what and to whom Singapore schools are accountable, from the point of practitioners holding leadership positions in Singapore schools. This research was a qualitative study with a sample of 36 vice-principals. This analysis was enriched and interpreted with a literature-based discussion, which pointed out the implications of the research findings. According to the findings, the participants felt that Singapore schools were accountable for students’ holistic development; site, funding and staff management; national survival and nation building; and humanity and the future. Singapore schools were accountable to students, parents, country and citizens, and themselves. Interestingly, for a system that was reputed for its academic achievement, none of the participants mentioned examination results directly but referred to the importance of holistic education. The findings also suggested an inseparability of the concepts ‘accountability’ and ‘responsibility’ in the participants’ minds. 相似文献
10.
桂世权 《辽宁师范大学学报(社会科学版)》2005,28(6):66-68
强烈的学术任务感、对学生高度的期望感、牢固的师生亲密关系感、高度的教职员工之间的同心协力与积极肯定个人学术的卓越表现,构成学校精神质的内涵和丰富的外延.学校精神绝不仅仅是一所学校的一般特征,它构成一种潜在而生动的德育氛围.因此,它的培育与建设对德育工程的启动举足轻重,也是整个学校教育改革不可忽略的重要部分. 相似文献
11.
Carol Bannister Vivienne Sharland Vivian Upton David Walker & Gary Thomas 《British Journal of Special Education》1998,25(2):65-69
Members of the Somerset Inclusion Project and Gary Thomas (professor and reader in education at the University of the West of England, Bristol) discuss the need for schools to become more inclusive in response to the Government's recent Green Paper (DfEE, 1997), which emphasises that special schools need to work in different ways and to provide services to local mainstream schools. The notion that inclusion is right and segregation is wrong led the staff to convert the Princess Margaret School (PMS) in Taunton, Somerset to an inclusion service. 相似文献
12.
With much of the literature on school self-evaluation (SSE) stressing the importance of data use, this article explores how teachers in Irish post-primary schools are coming to terms with this new challenge. Since 2012, all schools in Ireland are required to engage in SSE for the purpose of improving student outcomes. For the first time, teachers and school leaders are being asked to systematically gather and analyse various types of data, devise improvement plans and implement improvements. Despite such demands, the compulsory education system in Ireland operates within a low-stakes accountability environment, with an absence of published school league tables and no consequences for poor school performance. It is also interesting to explore the introduction of a school improvement process that requires data as evidence for self-evaluation, but where very little data currently exists compared to other jurisdictions and where the discourse of data use in schools is relatively new.This article outlines the experience of 13 post-primary schools that were supported by the DCU Centre for Evaluation, Quality and Inspection to complete an SSE process, during which, each school gathered and analysed a range of data. This study is part of a larger action research project which explores various aspects of the implementation of SSE in schools, including models of support and continuing professional development for schools. This article looks specifically at the use of data by the schools involved. The key research questions ask: what data was gathered by the schools and what was the attitude to and experience of data-use among teachers? In doing so, this article explores some of the current research questions in relation to data use in schools. Overall, the findings indicate that schools gathered a range of data, which was mainly quantitative due to a focus on quantitative target setting. Despite a generally positive attitude to the usefulness of data and the skills learned, participants did not appear convinced that they would be involved in data use on an ongoing basis. 相似文献
13.
This paper draws upon research undertaken for the Outdoor Pedagogies project and explores the processes of teaching and learning at one outdoor residential education centre with children and staff from ‘Oliver’ Primary School. Data were collected through ethnographic research and include participant observation, interviews with teachers and centre staff and group interviews with pupils. Whilst the interviewed children reflected positively on the experience, we highlight the importance of the teachers' interaction with the children in providing for democratic, shared positive learning through the presentation of an extreme or ‘critical’ incident. We raise the issue of professional development for school teachers working with primary school children in outdoor, residential situations. 相似文献
14.
15.
《Teaching and Teacher Education》2006,22(6):740-752
This study is part of an action research project titled Promotion of School Community Staff's Occupational Wellbeing in Co-operation with Occupational Health Nurses (2001–04), which aims to promote occupational wellbeing by actions that maintain the staff's ability to work in 12 school communities in Eastern Finland. This paper describes occupational health nurses’ and school staff's evaluations of the occupational wellbeing of school community staff and some factors related to it. The study is part of the extensive European Network of Health Promotion Schools (ENHPS) programme, where one aim is to improve staff health and wellbeing in school communities. In any effort to establish and promote occupational wellbeing, it is central to see empowerment as a social and an individual process. It is also important to develop the school culture and to encourage choices that make empowerment possible, but also to recognise the significance of leisure time and family as social capital. 相似文献
16.
This study, set in a New Zealand Business School, takes an integrative view of the university as an ‘inequality regime’ Acker, J. (2006b). Inequality regimes: Gender, class and race in organizations. Gender and Society, 20(4), 441–464 including all types of women staff: academic women in permanent positions, academics on casual contracts and administrative staff. This approach contrasts with most studies of gender in higher education, which focus on academics, and often on the most senior academic roles. The business school, too, is under-researched in the literature of gender and higher education and we argue that these institutions constitute a particularly ‘chilly climate’ for women. The project discussed here was designed as participatory action research, but we found both participation and action difficult to accomplish. We reflect on how these difficulties resonate with the wider problem of confronting gender inequality in a ‘chilly climate’, and ask why further change is hard. We collected primary data from focus group interviews and a survey, and critically reflected on the process of data collection. Secondary data, including university reports and policies and national legislation, were also collected as part of the context of the School inequality regime. We analysed our data using Acker's categories: the ‘visibility of inequality’, the ‘legitimacy of inequality’ and ‘mechanisms of control and compliance’. We found barriers to change both within and beyond the Business School itself. These included the low organisational priority given to gender equality, which in turn reflected a weak external regulatory environment. At the same time we found a lack of solidarity between women within the School, which we attributed partly to class-based differences. Organisational activism is difficult in this context, where gender inequality is both invisible and legitimated, reflecting a post-feminist mood of ‘gender fatigue’. 相似文献
17.
《Journal of Further & Higher Education》2012,36(9):1212-1225
ABSTRACTThe aim of this study was to consider the activities and impact of personalisation in a UK higher education setting. It considered how personalisation has affected outputs in terms of progression, achievement, internship, enterprise project and international placement uptake within the Nottingham Business School at Nottingham Trent University. Qualitative and quantitative data were collected. Semi-structured interviews were carried out with members of the personalisation team and those delivering personalisation. The quantitative data pertains to outputs in terms of success rates, particularly with regard to when the personalisation project began, in 2015/16. The findings suggest that the personalisation process involved engagement, interaction and reflection to meet the needs and requirements of the learner; it also provided them with options. This contributes to improving success rates, particularly when the Personalisation project began. 相似文献
18.
In recent years there has been an intense debate in many countries concerning the best approach to improving schools. The various methods being tried might be reasonably seen as constituting a continuum ranging from strict external control and inspection at one end, to self-evaluation and internal regulation at the other. In practice, most education systems appear to be moving towards a combination of these methods, involving a degree of external monitors of internal self-evaluation mechanisms. This article analyses the gradual emergence in the Irish education system of such an accommodation. It charts the increased emphasis being placed upon school self-evaluation and argues that it does constitute the best way forward. However, it also highlights a major lacuna at the heart of the emerging system, namely the lack of firm data on which schools can really base effective improvement strategies. 相似文献
19.
Jeffrey Brooks Hall 《Scandinavian Journal of Educational Research》2017,61(1):112-126
State school inspection creates expectations in the interface between transnational ideas and national policy contexts. This article investigates how inspectors and education directors understand and reformulate their regulatory roles in relation to the new framework for school inspection policy in Norway. Using data from the LEX-EL project, interviews with 3 educational directors and 6 school inspectors in 3 County Governors' Offices were analyzed. The article draws on organizational theory, within the concept of institutionalization. Findings suggest inspectors function as change agents, channeled through inter- and intra-institutional cooperation. Additionally directors are more tightly coupled to their counterparts in other counties. Moreover, the role of school inspectors is moving from a compliancy-based focus to increased emphasis on self-evaluation and quality assessment. 相似文献
20.
Research reveals that a positive attitude towards self-evaluation is a pre-condition which favours successful school self-evaluation. This article describes how self-evaluation is regarded in schools and investigates whether school characteristics can explain differences in the attitude of individuals. We report on a survey study conducted among 2716 school principals and teachers in 96 schools. Our research shows that respondents expressed themselves more positively with regard to the possible results of self-evaluation than with regard to the self-evaluation process itself. We also found that school principals exhibit a more positive attitude than teachers. Multi-level analyses demonstrate that the attitude towards self-evaluation is related to the characteristics of the broader functioning of the school where the respondent works (such as school culture and whether or not the school concerned meets the criteria of a professional learning community). 相似文献