Unterrichtsentwicklung in Zeiten der Systemreform

Altrichter, Herbert; Geisler, Birgit

doi:10.24452/sjer.34.1.4876

Cited by 3 publications

(2 citation statements)

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“…Centrally prescribed objectives and specific directions for improvement were to replace lengthy and unsecure negotiation processes at school sites, and control mechanisms were meant to substitute mere trust in the profession. At the same time, the evidence-based strategy cannot be put into practice other than by professional actors: by teachers who show enough competence and initiative to draw appropriate consequences from educational standards and data feedback; by SLs who are ready to take on responsibility for their students' results and to put energy into further development (see Altrichter and Geisler, 2012).…”

Section: Phase 4: Criticism and Re-written Versions Of Evidence-based...mentioning

confidence: 99%

Trust, Accountability and Capacity in Education System Reform

Ehren

Baxter

2020

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This global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building blocks of education systems and education system reform. In exploring how these three factors relate to student learning outcomes across different international contexts, this book provides a powerful framework for a more equal system.Drawing upon research and case studies from scholars, policymakers and experts from international agencies across five continents, this book shows how trust, capacity and accountability interact in ways and with consequences that vary among countries, pointing readers towards understanding potential leverage points for system change.Trust, Accountability and Capacity in Education System Reform illuminates how these three concepts are embedded in an institutional context temporally, socially and institutionally and offers an analysis that will be of use to researchers, policymakers and agencies working in comparative education and towards education system reform. CONTENTS vii x1 Trust, accountability and capacity: Three building blocks of education system reform 1

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Section: Phase 4: Criticism and Re-written Versions Of Evidence-based...mentioning

confidence: 99%

Trust, Accountability and Capacity in Education System Reform

Ehren

Baxter

2020

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“…These problems may be connected with too simple models of evidence transfer and use (Maritzen, 2018), and more generally with an ambivalent attitude toward professionalism (Altrichter and Geisler, 2012). On one hand, the evidence-based strategy was partly born out of the doubt that the teacher-centred and school-based development strategy of waves 1 and 2 would address the right goals and efficiently pursue them.…”

Section: Phases Of Governance Reformsmentioning

confidence: 99%

Revisions of evidence-based governance: The case of the Austrian quality management system SQA

Altrichter

Ettl

Grinner

et al. 2022

Policy Futures in Education

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Throughout the last 30 years, many European countries have ‘modernized’ their governance of education. For the Central European school systems of Austria and the German Bundesländer it has been claimed that this ‘modernization’ was characterised by a sequence of reform ‘waves’ which culminated in introducing ‘evidence-based governance’ models characterised by nation-wide comparative performance testing, new school inspections, etc. This paper argues that we recently see the emergence of revisions of the original ‘evidence-based governance’ models which may be understood as a new ‘wave of modernization’ of school governance. These models aim to react to increasing criticism of the evidence-based philosophy, in particular to its ambivalent attitude to teacher professionalism. The paper at hand analyses the specific aspirations and features of ‘revised evidence-based governance instruments’ to discuss their potential as a policy future. In a second step, we take the Austrian quality management system SQA as an example for these new governance models. In an explorative study, we use case data to understand how teachers and school leaders evaluate this reform and its impact on their work. In particular, we are interested whether or not educational professionals feel that this reform conveys appreciation of and trust in their professional capacities.

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