School monitoring and change: a critical examination of Whole School-Evaluation

Clercq, Francine De

doi:10.1080/16823200709487168

Cited by 13 publications

(6 citation statements)

References 12 publications

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“…Bhengu and Gowpall, 2015;Wadesango, 2010), quality and accountability processes (e.g. De Clercq, 2007;Heystek, 2011;Kiplangat et al, 2009) personnel management (e.g. Owojori and Asaolu, 2010), strategic management and planning (e.g.…”

Section: Research Topicsmentioning

confidence: 99%

Surfacing a hidden literature

Hallinger¹

2017

Educational Management Administration & Leadership

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Scholars throughout the world are working to diversify the knowledge base in educational leadership and management (EDLM). In concert with this effort, this article reports the results of a systematic review of research on EDLM in Africa. The goals of the review were to describe trends with respect to the volume of journal publications, national sources, research designs, methods, topics, authors and citation impact. The review database was comprised of 506 journal articles published on EDLM in Africa. A conceptual framework was used to organize the review, consisting of context and personal antecedents, leadership/management, teachers and school, and school outcomes. Systematic methods were employed to identify sources and extract data from the articles. Data analysis relied on quantitative synthesis aimed at identifying trends within Africa as a region, across its composite societies, and in change over time. The review found a surprisingly large literature, 90% of which had been published since 2005. This impression of an ‘emerging literature’ was reinforced by other trends, which bore a striking resemblance to features of the American literature in the 1970s and Asia post-2000. Recommendations are made for topics and methods as well as areas where capacity development is warranted.

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Section: Research Topicsmentioning

confidence: 99%

Surfacing a hidden literature

Hallinger¹

2017

Educational Management Administration & Leadership

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“…Por isso, e apesar de reconhecermos o contributo que podem ter olhares externos, através de processos de avaliação e de monitorização, interrogamos as possibilidades que têm em promover um trabalho colaborativo no interior das escolas, que ultrapasse processos burocráticos para que a AA seja, efetivamente, um meio para as escolas construírem a sua autonomia e desenvolverem a capacidade de tomarem decisões curriculares (McBEATH, 1999;CLERCQ, 2007;FERNANDES, 2010) que constituam resposta aos problemas com que convivem e às necessidades do contexto onde se situam e que, por isso, a vinculam a processos de desenvolvimento de um currículo socialmente mais justo.…”

Section: A Avaliação Das Escolas E a Autoavaliação Nas Suas Razões Políticasunclassified

“…O foco nas metas e nos resultados académicos, muitas vezes referido, reforça a ideia de que os números se tornaram centrais nas políticas de educação contemporâneas (GREK; OZGA, 2008, OZGA, 2009LINGARD, 2010;BORER;LAWN, 2013). Esse fato, e como já atrás referimos, pode enfraquecer o discurso concetual do que constitui a justiça social na educação escolar (LINGARD; SELLAR; SAVAGE, 2014;SALINAS;REIDEL, 2007), especialmente quando pressões externas produzem apenas alterações cosméticas ou simbólicas (CLERCQ, 2007;KELLY, 2012).…”

Section: A Avaliação Das Escolas E a Autoavaliação Nas Suas Razões Políticasunclassified

Autoavaliação E Justiça Social Na Avaliação Das Escolas Em Portugal

Leite

Sampaio

2020

Cad. Pesqui.

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Resumo Partindo da crença de que o envolvimento das escolas em processos de autoavaliação pode contribuir para que melhor se conheçam e, em função desse conhecimento, tomem decisões que contribuam para a concretização da justiça social, foi desenvolvido um estudo que analisou duas políticas de educação em Portugal justificadas por essa intenção e que exigem o recurso à autoavaliação. Os dados, recolhidos por entrevistas semi-directivas a diretores(as) de escolas, professores(as) de equipes de autoavaliação e ex-ministro da educação responsável pela lei de avaliação, permitem concluir que a autoavaliação, pelo conhecimento que fornece das situações vividas, pode apoiar práticas de justiça curricular promotoras de justiça social. No entanto, para isso, a autoavaliação não pode se esgotar na atenção a resultados obtidos em exames e em lógicas de performatividade.

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“…According to the Public Service Commission (PSC) Act, [22] every public institution in South Africa is subject to be inspected upon the demand of the commission for ensuring the performance of function. The role of an inspector is to monitor the standards, quality, efficiency and ethos of the schools and to inform both the government and the general public on these matters, in this regard inspection demonstrates the accountability of schools [23]. The intention of inspection is to do more than just regulate; but it is also to promote good relations through improvement of the inspection arrangements and, above all, to provide a system and condition which facilitates school improvement.…”

Section: According To House Of Common Educationmentioning

confidence: 99%

“…The unions feel inspection is policing them. It is for this reason that The Department of Education spokesperson of the KwaZulu-Natal province, Muzi Mahlambi, stated in this regard that teachers do not need to be policed [23].…”

Section: According To House Of Common Educationmentioning

confidence: 99%

English Language Teachers’ Experiences on School Inspection at Primary School level in the Shiselweni region of the Kingdom of Eswatini

Ngcamphalala¹,

Nxumalo²,

Bhebhe³

2019

JAEP

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This paper sought to establish primary school English Language teachers" experiences that they encounter during schools" inspection. Underpinned by the MacBeath Cube theory of Evaluation, a qualitative research approach was adopted where a case study research design was utilized with a purposively selected sample of fourteen (14) primary school English language teachers who had been picked from two schools that had been identified as underperforming. Data were analysed using thematic content analysis. The paper was based on the following research questions: What are the challenges encountered by English language teachers during schools" inspection? How can the challenges encountered by English Language teachers during schools" inspection be minimized? The findings of the study revealed that some of the challenges encountered by English language teachers during schools" inspection were that, inspectors disrupted teaching and learning as they came unannounced; inspectors harassed, rudely reprimanded and disrespected the English language teachers; inspectors instilled fear on the teachers because they harshly criticized them and they also confused the teachers as they gave different insights on how best to teach English Language; inspectors threatened teachers with their jobs. The findings further revealed that all these challenges could be minimized if inspectors could respect teachers and provide constructive criticism. Based on the findings, the study recommends that inspectors should annually plan and announce dates for their visits and that the inspectors should follow the inspection guidelines when they visit schools. The study further recommends that the Ministry of Education should establish a policy which protects teachers from being harassed by the inspectors.

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School monitoring and change: a critical examination of Whole School-Evaluation

Cited by 13 publications

References 12 publications

Surfacing a hidden literature

Surfacing a hidden literature

Autoavaliação E Justiça Social Na Avaliação Das Escolas Em Portugal

English Language Teachers’ Experiences on School Inspection at Primary School level in the Shiselweni region of the Kingdom of Eswatini

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