From inspection to quality: Ways in which school inspection influences change in schools

Gustafsson, Jan‐Eric; Ehren, Melanie; Conyngham, Gerry; McNamara, Gerry; Altrichter, Herbert; O’Hara, Joe

doi:10.1016/j.stueduc.2015.07.002

Cited by 53 publications

(45 citation statements)

References 42 publications

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“…the school has a safe and orderly social environment that is conducive to learning). In contrast to Gustafsson et al (2015), we use information on the actual status of a school's quality instead of development activities.…”

Section: Methodsmentioning

confidence: 99%

“…Principals scored all these items on a 5-point scale ranging from strongly disagree to strongly agree. The development of the latent constructs and their measurement quality are described by Gustafsson et al (2015).…”

Section: Methodsmentioning

confidence: 99%

“…The entire process model was tested by Gustafsson et al (2015). A path model based on data from six European countries provided some support for the hypothesised relations.…”

Section: A Theoretical Framework For Mediating Processes In Inspectionsmentioning

confidence: 97%

“…Q2a is a replication of Gustafsson et al (2015) with longitudinal data. In our analysis, we assume that the main effects are to be found after the inspection; thereby, we follow the traditional idea that schools will react to the inspection procedure and results.…”

Section: Research Questionsmentioning

confidence: 99%

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Comparing effects of school inspections in Sweden and Austria

2017

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In recent years, school inspections have been newly introduced or adapted to the evidence-based governance logic in many European countries. So far, empirical research on the impact of school inspections has produced inconclusive results. Methodologically, it has mainly focussed on analysis of a national inspection model and used cross-sectional data. In the following paper, we investigate the effects of school inspections in a comparative and longitudinal perspective in Sweden and Austria (province of Styria). In these countries, inspections follow different governance approaches. While Austria represents a low-stakes system which does not link consequences for schools to inspection results, sanctions and even financial penalties are potential consequences of Swedish inspections. To discuss the effects of inspections, we asked principals in three consecutive years about the impact of inspections. Our results indicate that school inspections in Austria and Sweden do have a small to medium impact on school improvement and school effectiveness.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“…The entire process model was tested by Gustafsson et al (2015). A path model based on data from six European countries provided some support for the hypothesised relations.…”

Section: A Theoretical Framework For Mediating Processes In Inspectionsmentioning

confidence: 97%

Section: Research Questionsmentioning

confidence: 99%

See 2 more Smart Citations

Comparing effects of school inspections in Sweden and Austria

2017

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“…Ehren et al, 2013), or it may be • empirical if expectations of impact have been tested and the model's elements, coordination mechanisms, and goals/results have been reformulated to reflect empirical findings (see e.g. Gustafsson et al, 2015). Such conceptual models have proved useful, e.g.…”

Section: Introductionmentioning

confidence: 99%

A conceptual model for research in performance standard policies

Altrichter

Gamsjäger

2017

Nordic Journal of Studies in Educational Policy

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During recent years, many European education systems have attempted to modernise their governance by establishing some variety of an 'evidence-based governance regime'. Since 2008, a policy of performance standards has been introduced in Austrian education. This policy includes the communication of competence-based output standards, the provision of support material (e.g. competence-based assignments, diagnostic tests) and in-service training opportunities, nationwide comparative competence tests (at the end of the primary and lower secondary cycle of schooling), and data feedback of assessments results to students, teachers, schools, and administrative authorities.The paper aims to develop a conceptual model for research into the processes and effects of such a 'performance standard policy'. Official documents are analysed in order to formulate the 'programme theory' underpinning the policy. Main elements of this policy, its intended effects, and the processes and intermediary mechanisms are outlined in a conceptual model that may be used to organise and orchestrate research into performance standard policies. ARTICLE HISTORY

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Changing conditions for teachers’ knowledge work: new actor constellations and responsibilities

Tronsmo

2020

The Curriculum Journal

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In a time of strong focus on school development, teachers’ work is increasingly linked to a variety of actors, organisations and stakeholders with different agendas and suggestions for school improvements. This paper explores the different actor constellations that teachers engage with in collaborative knowledge work and the opportunities and constraints such engagements entail. By drawing on ethnographic methods, teams of teachers from one lower secondary school in Norway assigned to developing a local curriculum were followed closely across sites over a year. The analysis, which employs resources from assemblage thinking (AT), shows how new actor constellations spatially relocate teachers’ work in ways that extend their professional roles and responsibilities. The findings also reveal that such work is epistemically demanding because it requires comprehensive collective negotiations and investigative activities from the teachers. The analysis foregrounds insights that contribute to our understanding of changing conditions for knowledge work in the teaching profession.

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From inspection to quality: Ways in which school inspection influences change in schools

Cited by 53 publications

References 42 publications

Comparing effects of school inspections in Sweden and Austria

Comparing effects of school inspections in Sweden and Austria

A conceptual model for research in performance standard policies

Changing conditions for teachers’ knowledge work: new actor constellations and responsibilities

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