Setting Expectations for Good Education: How Dutch School Inspections Drive Improvement

Autor/inn/en	Ehren, Melanie; Perryman, Jane; Shackleton, Nichola
Titel	Setting Expectations for Good Education: How Dutch School Inspections Drive Improvement
Quelle	In: School Effectiveness and School Improvement, 26 (2015) 2, S.296-327 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2014.936472
Schlagwörter	Foreign Countries; School Involvement; Inspection; Expectation; Accountability; Program Effectiveness; Teacher Surveys; Administrator Attitudes; Teacher Attitudes; Principals; Elementary School Teachers; Secondary School Teachers; Educational Change; Feedback (Response); Evaluation Utilization; School Effectiveness; Benchmarking; Stakeholders; Program Attitudes; Educational Policy; Evidence; Questionnaires; Online Courses; Likert Scales; Delivery Systems; Models; Quality Control; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Schulmitwirkung; Prüfverfahren; Expectancy; Erwartung; Verantwortung; Lehrerverhalten; Principal; Schulleiter; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsreform; Schuleffizienz; Politics of education; Bildungspolitik; Evidenz; Fragebogen; Online course; Online-Kurs; Likert-Skala; Auslieferung; Analogiemodell; Qualitätskontrolle; Niederlande
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01