Unlocking the potential: inspection as a mechanism for school improvement

Chapman, Chris

doi:10.1177/136548020100400306

Cited by 11 publications

(8 citation statements)

References 10 publications

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“…Proposition 1: Despite the above successes with regard to accountability, it is now acknowledged that the link between inspections and school improvement, especially in the way of students' results, is yet to be established (Chapman 2001;Rosenthal 2004). In their European study, Ehren and Visscher (2008) advocate for the quality and way feedback are given and implemented as some of the essential aspects of inspections that could lead to school improvement.…”

Section: Ofsted: Creation Organisation Appeal and Objectivesmentioning

confidence: 99%

The place of emotions while inspecting schools: reflections of two Ofsted inspectors

Mboyo

2017

School Leadership & Management

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This article investigates the role of emotions of inspectors while inspecting schools as reported by inspectors themselves within an education context of increased accountability that arguably privileges rationality over emotions. The study is built on an emotion management framework that regards emotions not only as unavoidably natural and intimately linked to 'rational' judgements that people make, but also that such judgements are social constructions used to regulate expression of emotions. In-depth interview data of one retired and another, semiretired Office for Standards in Education (Ofsted), inspectors were thematically analysed to assess the extent to which their emotions formed part of school inspections. In the absence of an officially sanctioned narrative of inspectors' emotions during inspections, two kinds of self-prescribed emotions emerged as key findings: emotions for accountability, to which inspectors gave expression, and emotions for improvement, that they suppressed. For an inspection body that needs to ensure both accountability and improvement of schools to justify its viability, these research claims open up a new area of discussion that should lead to a review of inspection body's stance on emotions and individual inspectors' self-reflections on the moral as well as professional obligation to pursue both emotions for accountability and improvement.

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Section: Ofsted: Creation Organisation Appeal and Objectivesmentioning

confidence: 99%

The place of emotions while inspecting schools: reflections of two Ofsted inspectors

Mboyo

2017

School Leadership & Management

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“…Undoubtedly, inspections have a profound effect on schools and their staff members. Nevertheless, the contribution of inspections to school development has always generated considerable controversy amongst teachers and educationists (Chapman 2001b, Nevo 2001, as the balance between advantages and the emotional side effects of inspection for principals, teachers and other staff members in inspected schools is often questioned (de Wolf and Janssens 2007). It is argued that inspections can be extremely stressful experiences (Scanlon 1999).…”

Section: Introductionmentioning

confidence: 99%

“…Several scholars conducted a literature study with the aim to bring together different empirical findings (e.g. Chapman (2001b), Chapman and Earley (2010), Ehren and Visscher (2008) and Learmonth (2000)). However, no systematic review of the effects of inspections on schools has been conducted to date.…”

Section: Introductionmentioning

confidence: 99%

Insights gained by schools and emotional consequences of school inspections. A review of evidence

Penninckx

Vanhoof

2015

School Leadership & Management

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This study systematically reviews research evidence regarding two questions: (1) to what extent do schools gain insight into the quality of their own functioning as a result of an inspection ?; and (2) what are the emotional consequences of inspections experienced by school staff?It provides a review of empirical research studies published as full length articles in scientific journals and proceedings of international conferences, symposia and workshops, as well as in books or as book chapters, from 1995 until 2012. Both quantitative and qualitative data are considered. The review process identified thirty-five relevant publications that met the criteria for inclusion.The review leads to the conclusion that inspections fail to contribute significantly to schools' self-understanding, but that they lead to a severe negative emotional impact on school staff. Furthermore it is concluded that the current evidence base shows several gaps.There is no research on the question whether schools gain insights on 'how' they can improve (rather than on 'what' they can improve). The evidence base is also limited with regard to identifying underlying explanatory features that contribute to the occurrence of these effects.

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“…Bu çalışmalar, denetim faaliyetlerinin eğitim-öğretim süreçlerinin niteliğinin artırılması noktasında son derece sınırlı bir etkiye sahip olduğunu vurgulamaktadır (Earley, 1998;Gray ve Wilcox, 1995;Kogan ve Maden, 1999). Bunların yanı sıra okul denetimlerinin okul yöneticilerinin ve öğretmenlerin iş yükünü artırdığını, onları risk almaktan alıkoyduğunu ve strese soktuğunu vurgulayan araştırma sonuçları da bulunmaktadır (Chapman, 2001;Gray ve Gardner, 1999). Örneğin; bu etkiler dikkate alınarak Finlandiya'da müfettişler tarafından okullara yönelik olarak yapılan denetim uygulamaları 1990'lı yılların başında kaldırılmıştır (Eurydice, 2007).…”

Section: Okul Denetimiunclassified

Eğitim Müfettişlerinin Rollerine İlişkin Kavramsal Bir Değerlendirme

Deniz¹

2022

Milli Eğitim Dergisi

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Eğitim literatüründe uzun yıllardır yürütülen çalışmalarda müfettişlerin rollerine ilişkin kavramsal bir uzlaşmaya varılamamış olması dikkat çekicidir. Ayrıca ilgili literatürden müfettişlere yönelik olarak tanımlanan rollerin uygulamaya geçirilmesinin halen sorunlu bir alan olduğu anlaşılmaktadır. Buradan hareketle yapılan bu çalışmanın amacı, eğitim sisteminde kritik bir görev üstlenen müfettişlerin rollerini kapsamlı bir şekilde ele almaktır. Bu amaç doğrultusunda öncelikle müfettişlerin görev, yetki ve sorumlulukları ve buna bağlı olarak gelişen okul denetimi, ders denetimi, inceleme, araştırma ve soruşturma konuları ele alınmıştır. Ardından bu görevlerden hareketle müfettişlere ilişkin roller tanımlanmıştır. Tanımlanan roller, müfettişlerin çok yönlü bir işlevi olduğunu ve bu rolleri yerine getirebilmek için çeşitli teknik, yönetsel becerilere ve iletişim becerilerine sahip olmaları gerektiğini göstermiştir. Araştırma kapsamında ulaşılan sonuçların ve Türk eğitim sistemi için yapılan önerilerin hem müfettişlere hem de politika yapıcılara standart bir müfettiş rolünün oluşturulması noktasında katkı sağlayabileceği düşünülmektedir.

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Unlocking the potential: inspection as a mechanism for school improvement

Cited by 11 publications

References 10 publications

The place of emotions while inspecting schools: reflections of two Ofsted inspectors

The place of emotions while inspecting schools: reflections of two Ofsted inspectors

Insights gained by schools and emotional consequences of school inspections. A review of evidence

Eğitim Müfettişlerinin Rollerine İlişkin Kavramsal Bir Değerlendirme

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