A Circle of Research on Disadvantaged Schools, Improvement and Test-Based Accountability

Autor/in	Huilla, Heidi
Titel	A Circle of Research on Disadvantaged Schools, Improvement and Test-Based Accountability
Quelle	In: Improving Schools, 23 (2020) 1, S.68-84 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480219884474
Schlagwörter	Disadvantaged Schools; Accountability; Educational Research; Educational Policy; School Effectiveness; High Stakes Tests; Standardized Tests; Outcomes of Education; Reputation; Periodicals; Journal Articles; Classification; Quality Assurance; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Verantwortung; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Schuleffizienz; Standadised tests; Standardisierter Test; Lernleistung; Schulerfolg; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Journal article; Zeitschriftenaufsatz; Classification system; Klassifikation; Klassifikationssystem; Qualitätssicherung
Abstract	This study analyses how studies on disadvantaged schools, improvement and test-based accountability relate to each other. The analysis covers 69 studies on disadvantaged schools reported in prestigious educational journals and conducted in 1995-2015. Educational policies related to evaluation and accountability define the official goals of schooling, and the aim in this article is to analyse how the chosen studies discuss these educational policies and understand school success and failure. The following questions were asked: What typologies related to test-based accountability can be constructed in research on disadvantaged schools? What understandings of good schools are embedded in the identified typologies? Disadvantaged schools are at the centre of improvement and therefore also the target of evaluative policy practices. The results show that research supports test-based accountability practices, and that critical studies on school improvement are in the minority. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01