The effect of school inspections on school improvement

Gärtner, Holger; Wurster, Sebastian; Pant, Hans Anand

doi:10.1080/09243453.2013.811089

Cited by 49 publications

(30 citation statements)

References 16 publications

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“…A questionnaire study in a one-year longitudinal control group design found no effect of school inspections on school quality as self-reported by principals and teachers in Berlin and Brandenburg (Gärtner et al 2014; similar results by Böhm-Kasper and 1 There is also a body of research on unintended side effects of inspections which will not be discussed here in detail (e.g. Pietsch et al (2014, p. 466) showed in two studies that inspection affects performance growth and performance trends of students in Hamburg.…”

Section: Effects Of School Inspectionsmentioning

confidence: 99%

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: Effects Of School Inspectionsmentioning

confidence: 99%

Comparing effects of school inspections in Sweden and Austria

2017

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“…Research shows, however, that inspections often cause a drop in student academic outcomes, especially in the year of inspection (Scanlon, 1999;Gaertner & Pant, 2011;Gaertner et al, 2014;Hopkins et al, 2016). The same studies also reveal that inspections have either a negative effect on student performance or none at all.…”

Section: External Accountabilitymentioning

confidence: 99%

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

Giannakaki

McMillan²,

Karamichas

2018

British Educational Res J

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This paper critiques international trends towards certain school practices aimed at promoting equity and social justice by closing gaps in specific learning outcomes among students. It argues that even though some of these practices (e.g. individualised student support, data‐driven leadership) improve learning outcomes for certain groups considered ‘disadvantaged’, they fail to have a genuine impact on the issue. They remain ‘locked’ in the logic of social mobility, reaffirming the legitimacy of a hierarchical system underpinned by competitive individualism, which unfairly distributes social opportunities under the guise of ‘merit’ and ‘justice’. The paper argues that unless students develop awareness of the subtle injustices legitimised by the current system, no specialised interventions will ever tackle inequity, but will, instead, reinforce it. Yet, attempts to explicitly challenge mainstream school practices are likely to face harsh resistance from system agents due to being so ingrained in school cultures. An alternative strategy is suggested which, without being too subversive, could raise students’ awareness—what Freire called ‘conscientização’. This would entail the application of participatory action research (PAR), under the cloak of traditional (system‐aligned) action research. Such PAR, despite its political character, would initially appear to fulfil the performative role of more technical interventions (e.g. raising test scores), but in such a way that ‘conscientização’ also happens in the process. This may set the ground for social reform, encouraging the transition to a more sustainable and equitable society based on collectivity and solidarity.

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“…School inspectors are expected to hold a discussion with individual teachers after class observations to provide them with an analysis of their strengths and weaknesses, and reflect on the quality of their teaching and learning processes. It is assumed that in course of the reflection process, teachers would not only have new conception of processes but the dialogue with inspector would also leads to concrete ideas for further development of which at this point, school inspection act as an instrument of gaining knowledge about their teaching and learning processes (Gaertner, Wurster and Pant (2014). Most of the research base on inspections has focuses on the instrumental effects on schools where teachers observed in the classrooms are expected to act on the views provided, and the expectations set by the inspection, and to use the inspection feedback for engaging in improvement actions in their schools.…”

Section: Levels Of Effects Of Inspection In Schoolsmentioning

confidence: 99%

Effectiveness of Levels of Implementation of School Evaluation in Arusha City Public Secondary Schools, Tanzania

Kosia¹,

Okendo²

2018

ijird

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This study aimed at assessing the Effectiveness of School Evaluation on Improving Teaching and Learning Processes in Arusha City Public Secondary Schools. This study was guided by the Utilization Focused Evaluation theory which assume the regardless how the evaluation processes and findings are, unless they are implemented to bring improvement, the evaluation is in vein. The study employed convergent parallel mixed methods through concurrent approach where Ex-post Facto design case study designs were employed. The study sample were 166 teachers, 3 Heads of schools, 3 Ward Education Officers, 1 City Academic Officer, 6 School Quality Assurance Officers (SQAOs) and 1 Chief Zonal Quality Assurance Officer. Both probability and non-probability sampling procedures were utilized in selecting participants of the study. The study utilized questionnaires, interview guides and focused group discussion for data collection. Internal consistency reliability was estimated based on correlations among all Likert scale items on a questionnaire test using coefficient Alpha method. The study found that high performing schools implement SQAOs' findings schools than low and treatment schools. However, SQAOs' visit does not reflect the true picture in low performing schools as compared to both high performing and Treatment schools because of the unintended effects. The study recommends the true experiment design research that involves more low and high performing schools.

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The effect of school inspections on school improvement

Cited by 49 publications

References 16 publications

Comparing effects of school inspections in Sweden and Austria

Comparing effects of school inspections in Sweden and Austria

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

Effectiveness of Levels of Implementation of School Evaluation in Arusha City Public Secondary Schools, Tanzania

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