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
Simons, Helen
3f029b50-c852-4ba6-9cbf-2a3b6e2a5c33
September 2002
Simons, Helen
3f029b50-c852-4ba6-9cbf-2a3b6e2a5c33
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, .
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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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Published date: September 2002
Additional Information:
ISSN 1474-7863
Keywords:
self-evaluation, democracy, professional schools, self-accountable professionals
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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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Editor:
David Nevo
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