School Improvement Through Performance Feedback
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| Author | : A.J. Visscher |
| Publisher | : Routledge |
| Total Pages | : 282 |
| Release | : 2013-10-08 |
| Genre | : Education |
| ISBN | : 1134381107 |
Internationally there is an increasing trend to publish and feed back information to schools and teachers on their functioning. School improvement is often the central goal, though accountability and the promotion of parental/student school choice also play an important role.Practical initiatives and research in this field have often failed to recognize the full complexity of improving schools through school performance feedback. Relevant questions are, for example, to what extent: the information fed back to schools is valued and understood by them; the school performance feedback enables appropriate diagnosis and remediation to take place in schools; the use of the feedback generates conflicts and tensions for teachers and administrators; the features of the implementation process and school organization influence the utilization of school performance feedback systems; schools do actually improve as a result of performance feedback; and the feedback systems have unintended effects. This book fills the gap by including: a thorough conceptualization of school feedback as a performance enhancing mechanism, and the prerequisites for utilizing this information in schools; a typology of school performance indicators; a review of the research on the impact of feeding back performance information to individuals and to organizations; evidence on the process, problems and impact of school performance feedback from an international variety of contexts (Australia, the Netherlands, United Kingdom, USA); and reflections on these experiences within the theoretical framework, leading to recommended strategies for school improvement through performance feedback.
| Author | : A.J. Visscher |
| Publisher | : Routledge |
| Total Pages | : 259 |
| Release | : 2013-10-08 |
| Genre | : Education |
| ISBN | : 1134381174 |
Internationally there is an increasing trend to publish and feed back information to schools and teachers on their functioning. School improvement is often the central goal, though accountability and the promotion of parental/student school choice also play an important role.Practical initiatives and research in this field have often failed to recognize the full complexity of improving schools through school performance feedback. Relevant questions are, for example, to what extent: the information fed back to schools is valued and understood by them; the school performance feedback enables appropriate diagnosis and remediation to take place in schools; the use of the feedback generates conflicts and tensions for teachers and administrators; the features of the implementation process and school organization influence the utilization of school performance feedback systems; schools do actually improve as a result of performance feedback; and the feedback systems have unintended effects. This book fills the gap by including: a thorough conceptualization of school feedback as a performance enhancing mechanism, and the prerequisites for utilizing this information in schools; a typology of school performance indicators; a review of the research on the impact of feeding back performance information to individuals and to organizations; evidence on the process, problems and impact of school performance feedback from an international variety of contexts (Australia, the Netherlands, United Kingdom, USA); and reflections on these experiences within the theoretical framework, leading to recommended strategies for school improvement through performance feedback.
| Author | : Vanessa Scherman |
| Publisher | : Springer |
| Total Pages | : 206 |
| Release | : 2016-12-27 |
| Genre | : Education |
| ISBN | : 946300453X |
The monitoring of quality has been part of the educational landscape for many decades. Originally the need to monitor arose as part of an economic process whereby policy makers wanted to discern the return on investment in education. This bottom line thinking, while still prominent, has receded into the background in light of global changes and the emergence of a global economy. Now in addition to the question “what is the return on investment?”, the more important question is “are the students in schools ready to participate in the economy of a 21st century society?”. This is underpinned by the inquiry into what knowledge and competencies are required for students to participate meaningfully in nation-building. This inquiry can only be undertaken by means of monitoring, evaluating where the students are and what is required so that students reach their potential. In an ever-changing technologically-oriented world the manner in which competencies and knowledge are identified and how these need to be measured and identified is important. In this book, the theory and practice of underpinning the monitoring of the quality of education is described. This is followed by a number of practical examples, in the form of country case studies, on how theory plays out in practice. The book further provides common themes across developed and developing emerging economies underscoring the need for approaches which are locally relevant but internationally transferable.
| Author | : David Godfrey |
| Publisher | : Routledge |
| Total Pages | : 251 |
| Release | : 2019-03-14 |
| Genre | : Education |
| ISBN | : 1351329456 |
Looking at the potential for research-use by educators to improve schools for all young people, An Ecosystem for Research-Engaged Schools presents a range of ground-breaking research and fascinating case studies. It carefully explores the elements and dimensions of research-engaged schools using an ecosystems perspective to study the layers and interconnections that occur amongst the people and institutions that exist within the ecosystem. Allowing the reader to consider how to ensure independent elements of the ecosystem are maintained to ensure an effective balance, this book brings together contributions from international experts working in a variety of fields such as school leadership, professional development and accountability. Key issues facing the research-use ecosystem both theoretically and empirically are covered, with examples of innovative practice, new theories and value systems. The book also provides an insight into the exciting possibility of such a system of learning and innovation in our schools where structures, cultures, practices and policies align to promote research-informed school improvement. With chapters bringing together issues from different aspects of the system, this book: expands the analysis of evidence and research-informed practice, considering the wider environment within which it is undertaken shows the interplay and tensions between aspects of the ecosystem and illustrates how different aspects of the ecosystem affect evidence use reconciles all aspects of the ecosystem within an overarching framework which attempts to explain the complex totality of the ecosystem. Designed to both challenge and inspire, An Ecosystem for Research-Engaged Schools truly bridges the gap between theory and practice. It will be an invaluable asset to those currently working in the area, allowing them to think more deeply about their work and the theoretical mechanisms that underpin it. Policy makers, practitioners and teachers will also find this book a fascinating read.
| Author | : Esther Dominique Klein |
| Publisher | : Waxmann Verlag |
| Total Pages | : 401 |
| Release | : 2013 |
| Genre | : Education |
| ISBN | : 3830979002 |
In the context of outcomes-based school governance, statewide exit exams are often expected to have a positive effect on student achievements if schools and teachers use the performance feedback from the exams for school, instructional, and professional development. However, very little is known about whether the exams are used for development at all and how this is affected by factors in the exam system and organizational aspects of schools. In a comparison of Finland, Ireland, and the Netherlands, the study therefore investigates how different exam systems and their functions, the conditions at school level, and the use of the exams for school and classroom development are associated. The study uses expert interviews and a questionnaire survey with principals and teachers. The role statewide exit exams can play in education systems is analyzed from a governance perspective and a school development perspective and discussed with an international comparative view. Esther Dominique Klein, born in 1982, Dr. phil., is research assistant at the Faculty of Educational Sciences of the University of Duisburg-Essen. Her main research interests lie in the areas of school system and school development research and international comparative education.
| Author | : Kim Schildkamp |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 221 |
| Release | : 2012-09-17 |
| Genre | : Education |
| ISBN | : 9400748167 |
In a context where schools are held more and more accountable for the education they provide, data-based decision making has become increasingly important. This book brings together scholars from several countries to examine data-based decision making. Data-based decision making in this book refers to making decisions based on a broad range of evidence, such as scores on students’ assessments, classroom observations etc. This book supports policy-makers, people working with schools, researchers and school leaders and teachers in the use of data, by bringing together the current research conducted on data use across multiple countries into a single volume. Some of these studies are ‘best practice’ studies, where effective data use has led to improvements in student learning. Others provide insight into challenges in both policy and practice environments. Each of them draws on research and literature in the field.
| Author | : Arthur Tatnall |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 210 |
| Release | : 2009-04-01 |
| Genre | : Education |
| ISBN | : 0387938451 |
Evolution of Information Technology in Educational Management As the editors of this volume we are very happy to publish a selection of the papers that were presented at the eighth Conference of Working Group 3.7 of the International Federation for Information Processing which was held in July 2008. The focus of Working Group 3.7 is on ITEM: Information Technology in Educational Management (for more information, please visit our website http://item.wceruw.org/), and the theme of its 2008 conference was on the Evolution of Information Technology in Educational Management. Our Working Group started its activities (officially we were not an IFIP Working Group at that time) in 1994 in Israel, so it made sense to look at how ITEM has evolved over the years and to reflect on what its future may be. The conference took place in Darwin (northern Australia) which even during the Australian winter is a very pleasant location for having a conference. The town of Darwin was given its name by the Captain of the Beagle (the ship on which Darwin travelled when he made the investigations on which he based his Theory of Evolution) who came to the area and named the town after the giant of science he admired.
| Author | : Arthur Tatnall |
| Publisher | : Springer |
| Total Pages | : 211 |
| Release | : 2007-04-22 |
| Genre | : Education |
| ISBN | : 0387693122 |
This book contains selected papers presented at the seventh Conference on Working Group 3.7 of the International Federation for Information Processing. The focus of Working Group 3.7 is on ITEM: Information Technology in Educational Management. The overall goal of the conference was to demonstrate and explore directions for developing and improving all types of educational institutions through ITEM.
| Author | : Richard DuFour |
| Publisher | : Solution Tree |
| Total Pages | : 0 |
| Release | : 1998 |
| Genre | : Education |
| ISBN | : 9781879639607 |
Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide.
| Author | : Jacqueline Baxter |
| Publisher | : Springer |
| Total Pages | : 285 |
| Release | : 2017-04-10 |
| Genre | : Education |
| ISBN | : 3319525360 |
This book examines the role of the inspector within the context of a number of OECD member states and explores the ways in which the inspectors themselves interpret, implement and influence inspection practices and policy. Inspection policy can have various unintended consequences, some of which produce radical discrepancies between the policy intent and its implementation. A number of these discrepancies derive from the way in which the policy is articulated while others derive from the ways in which inspectors interpret and operationalise this policy. This implementation is coloured and conditioned by several factors, including the evidence on which inspectors base their judgements; what counts as evidence in different policy contexts; what counts as valid knowledge in inspection processes; the qualities needed by inspectors working in differing policy contexts and the identities that they adopt in order to successfully carry out their work. The book provides a valuable contribution to our understanding of the politics and practices which colour and shape the legitimacy and operational execution of inspection policy. The work is unique in its focus on the inspectors’ role within the implementation of the inspection process— an element often overlooked in the literature. It also includes two chapters co-written by inspectors, offering unique insights into their life worlds and identities.
