Exploring parent and student engagement in school self-evaluation in four European countries

Brown, Martin; McNamara, Gerry; Çınkır, Şakir; Fadar, Jerich; Figueiredo, Maria; Vanhoof, Jan; O’Hara, Joe; Skerritt, Craig; O’Brien, Shivaun; Kurum, Gül; Ramalho, Henrique; Rocha, João Manuel

doi:10.1177/1474904120961203

Cited by 12 publications

(10 citation statements)

References 32 publications

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“…This paper draws on interview data gathered from 55 school staff and 46 students in seven Irish post-primary schools. Five of the schools were visited as part of an Erasmus+ funded project entitled 'Distributed Evaluation and Planning in Schools' (for more information about this project see Brown et al 2020aBrown et al , 2020bBrown et al , 2021. Data gathered from these five schools have been reported elsewhere, highlighting how student voice in Ireland continues to focus on non-academic matters (see Brown et al 2020b).…”

Section: Methodsmentioning

confidence: 99%

Student voice and classroom practice: how students are consulted in contexts without traditions of student voice

Skerritt

Brown

O’Hara

2021

Pedagogy, Culture & Society

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Different countries have different histories, traditions, cultures, and practices of student voice and are currently at different stages of their student voice journeys. This paper investigates how student voice is coming to be used in relation to classroom practice in different school types and socio-economic settings in the Irish education system. Ireland is a country without a strong tradition or history of student voice and particularly in relation to teaching and learning matters and it is envisaged that this paper will be of strong interest to those in countries where student voice is not yet prominent, but there are also wider implications. This research shows that students are now being consulted in relation to classroom practice in a variety of ways but that even within single school systems consultations are very much connected to school context with voice being used to different extents in different schools in different settings.

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Section: Methodsmentioning

confidence: 99%

Student voice and classroom practice: how students are consulted in contexts without traditions of student voice

Skerritt

Brown

O’Hara

2021

Pedagogy, Culture & Society

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“…Elsewhere, we have discussed how SSE takes different shapes and forms in different countries (see Brown et al, 2020b); a general outline of how SSE in Ireland compares with SSE in the three other countries in the DEAPS project is available in Table 1. While SSE discourse in Ireland has appeared to become imbued with tones of managerialism in recent years, Irish schools do still operate in a low-stakes accountability environment with little or no negative consequences for schools or teachers (Brown et al, 2020c;Gustafsson et al, 2015;O'Brien et al, 2019) and the emphasis in official discourse is still largely on improvement as opposed to accountability.…”

Section: School Self-evaluation In Irelandmentioning

confidence: 99%

Enacting school self-evaluation: the policy actors in Irish schools

Skerritt

O’Hara

Brown

et al. 2021

International Studies in Sociology of Education

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School self-evaluation is a low-stakes policy recently mandated in Ireland and while schools are becoming more consistent in engaging in this internal mode of evaluation, their engagement has not been uniform. This paper provides new ways of thinking about, understanding, and explaining how school self-evaluation plays out in Irish schools. Subscribing to the view that policies are not simply implemented but enacted through the creative processes of interpretation and translation, this paper shows how school self-evaluation is performed in Irish schools in various ways by various people. We identify numerous policy actors in our qualitative data: narrators, entrepreneurs, outsiders, transactors, enthusiasts, translators, critics, and receivers. This assortment of actors helps to bring school self-evaluation to life but as it comprises heterogeneous entities with varying characteristics, levels of experience, and motivations it is simply not possible for this policy to be implemented in schools as policymakers envisage.

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“…Similarly, parents and relatives were revealed as key guides to assist learners in their achievement in Rwanda(Ukobizaba et al, 2019). Also, uneducated parents and/or guardians are observed to be isolated from school decision-making processes with irregular follow-up of their education progress, which impacts their achievement (Brown et al, 2020).…”

Section: Figure 2: Family Educational Backgroundmentioning

confidence: 99%

Factors Affecting the Achievement of Twelve-Year Basic Students in Mathematics and Science in Rwanda

Sibomana

Nicol

Nzabalirwa

et al. 2021

IJLTER

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Although there is an invaluable growth of science and technology across the world, many young people appear to lose interest in Mathematics and science-related subjects due to poor academic achievement caused by different factors. The factors affecting students' achievement in science subjects among sub-Saharan Africa countries,including Rwanda, have been an issue for stakeholders on investigating how to improve the teaching and learning of science in basic education. In this study, a purposive cluster sampling of 261 participants, including 210 students, 23 teachers, seven head teachers, seven Sector Education Inspectors (SEIs), and 14 parents were used. Data were collected through a questionnaire addressed to learners; analyzed using SPSS via descriptive statistics. An interview was conducted with students' representatives, teachers, head teachers,Sector Education Inspectors, and focus group discussion with 14 parents which was analyzed using content analysis. The analysis indicated that key factors of low performance in science subjects include the level of teachers' education; family's economic background; availability of teaching and learning materials; distance covered by learners from home to school; learner's prior knowledge; and level of parents'education and absenteeism of learners. Thus, the above seem to affect the academic achievement of students in the advanced level of Twelve-Year Basic Education in Rwanda. Views about how to improve learning achievements in science such as equipping the laboratories, constructing more 12YBE schools in various areas to curb the problem of long distances covered by learners to and from school, training teachers on innovative teaching methods were suggested. The results informed that in-service teachers' training and parental involvement should be encouraged to track and sustain learners’ learning.

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Exploring parent and student engagement in school self-evaluation in four European countries

Cited by 12 publications

References 32 publications

Student voice and classroom practice: how students are consulted in contexts without traditions of student voice

Student voice and classroom practice: how students are consulted in contexts without traditions of student voice

Enacting school self-evaluation: the policy actors in Irish schools

Factors Affecting the Achievement of Twelve-Year Basic Students in Mathematics and Science in Rwanda

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