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School self-evaluation in a democracy

School self-evaluation in a democracy
School self-evaluation in a democracy
This article offers a justification for school self- evaluation in a democracy, tracing the evolution of the concept from the seventies to the present day. It locates its relevance within a democratic approach to evaluation and case study methodology and outlines a particular model of school self-evaluation that is grounded in a theory of change generated from research into past attempts to change schools through external curriculum initiatives. A model of school self evaluation for development is proposed that is built into the ongoing operations of the school within a concept of self-accountable professionals. The process is described and a training programme outlined to support schools in this process. The chapter concludes with suggestions for strengthening the process within the school through changes in organisation, and outside the school by engaging pairs and/or clusters of schools evaluating similar issues.
self-evaluation, democracy, professional schools, self-accountable professionals
0762308613
17-34
Elsevier Science
Simons, Helen
3f029b50-c852-4ba6-9cbf-2a3b6e2a5c33
Nevo, David
Simons, Helen
3f029b50-c852-4ba6-9cbf-2a3b6e2a5c33
Nevo, David

Simons, Helen (2002) School self-evaluation in a democracy. In, Nevo, David (ed.) School-Based Evaluation: an International Perspective. (Advances in Program Evaluation, 8) London, UK. Elsevier Science, pp. 17-34.

Record type: Book Section

Abstract

This article offers a justification for school self- evaluation in a democracy, tracing the evolution of the concept from the seventies to the present day. It locates its relevance within a democratic approach to evaluation and case study methodology and outlines a particular model of school self-evaluation that is grounded in a theory of change generated from research into past attempts to change schools through external curriculum initiatives. A model of school self evaluation for development is proposed that is built into the ongoing operations of the school within a concept of self-accountable professionals. The process is described and a training programme outlined to support schools in this process. The chapter concludes with suggestions for strengthening the process within the school through changes in organisation, and outside the school by engaging pairs and/or clusters of schools evaluating similar issues.

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More information

Published date: September 2002
Additional Information: ISSN 1474-7863
Keywords: self-evaluation, democracy, professional schools, self-accountable professionals

Identifiers

Local EPrints ID: 11299
URI: http://eprints.soton.ac.uk/id/eprint/11299
ISBN: 0762308613
PURE UUID: bd213782-81cb-4ad3-92fb-c784a7579a5e

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Date deposited: 16 Feb 2006
Last modified: 15 Mar 2024 05:03

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Contributors

Author: Helen Simons
Editor: David Nevo

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