Exploring Parent and Student Engagement in School Self-Evaluation in Four European Countries

Autor/inn/en	Brown, Martin; McNamara, Gerry; Cinkir, Sakir; Fadar, Jerich; Figueiredo, Maria; Vanhoof, Jan; O'Hara, Joe; Skerritt, Craig; O'Brien, Shivaun; Kurum, Gül; Ramalho, Henrique; Rocha, João
Titel	Exploring Parent and Student Engagement in School Self-Evaluation in Four European Countries
Quelle	In: European Educational Research Journal, 20 (2021) 2, S.159-175 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Martin) ORCID (Skerritt, Craig)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904120961203
Schlagwörter	Parent Participation; Student Participation; Participative Decision Making; Stakeholders; Self Evaluation (Groups); Strategic Planning; Inspection; Barriers; Tokenism; Educational Policy; School Policy; Policy Formation; Educational Practices; Comparative Education; Foreign Countries; Belgium; Ireland; Portugal; Turkey + Suchen Sie Ihr Suchwort? Elternmitwirkung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Strategy; Planning; Strategie; Planung; Prüfverfahren; Politics of education; Bildungspolitik; Schulpolitik; Politische Betätigung; Bildungspraxis; Vergleichende Erziehungswissenschaft; Ausland; Belgien; Irland; Türkei
Abstract	The purpose of this paper, which is part of a three-year EU Erasmus+-funded study titled 'Distributed Evaluation and Planning in Schools' (DEAPS), is to provide an analysis of policies, structures, processes, supports and barriers that exist to enable or inhibit the involvement of students and parents in school evaluation in four European countries (Belgium, Ireland, Portugal and Turkey). Document analysis was used for this study and some 348 peer-reviewed articles, and 28 national and transnational policy documents were included in the analysis. Based on this review it would be reasonable to suggest that the student/parent voice agenda around evaluation in schools remains, by and large, aspirational. It is extolled in policy but in practice is mainly tokenistic with very little evidence of impact on the work of schools. In light of this, it is argued that government and school-level policies and strategies need to be reconsidered to enhance students' and parents' engagement in school evaluation. As a first step, significant further empirical research on the limitations on and conditions necessary for stakeholder voice in education is required. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01