The Development of a Systems Analysis Approach to Small‐scale Educational Evaluation

Abstract

The adaptation and application of a systems analysis model devised for educational evaluation is discussed in the context of educational evaluation of a small specialist centre and the benefits of the adaptation explained. The ways in which the adapted model was used to gain a realistic picture of the centre are outlined and the potential usefulness of the framework discussed.

A qualitative case study in the social capital of co-professional collaborative co-practice for children with speech, language and communication needs

“…Frameworks that lack this analysis, for example, ‘systems’ approaches (McCartney et al . ), can hamper attempts to understand and improve practice and to make recommendations.…”

“…We would argue that improved insights are needed in particular on social relationships amongst practitioners. Frameworks that lack this analysis, for example, 'systems' approaches (McCartney et al 1998), can ham-per attempts to understand and improve practice and to make recommendations.…”

Grappling with collaboration: would opening up the research ‘base’ help?

“…One of the best known models for evaluation of the collaborative work of teachers and therapists is the systems theory approach used by McCartney, MacKay, Cheseldine and McCool (1998). A systems framework is used to identify relevant issues and to structure the analysis.…”

Barriers To Collaboration: An Analysis Of Systemic Barriers To Collaboration Between Teachers And Speech And Language Therapists

“…Banathy (1992: 92) argues against a 'celebration' of structure and incorporates structure within a functions/structures model. However, McCartney et al (1998) argue that a priori, given features of a system are relevant for staV working within a service, and should be considered separately. Signi cant structural factors appear to be the timing and location of service delivery, management structures and curriculum structures.…”

“…Such perspectives are grounded in diVerences between education and health systems, and there is a need to spell these out in detail, on the assumption that listing the inherent tensions and foregrounding them may foster mutual understanding of the opportunities and constraints which result. Banathy's (1992) model was adapted to give the four dimensions of functions, structures, process and systems-environment (McCartney et al 1998). These headings will be used in turn to outline the barriers that can hinder teacher/SLT collaboration.…”