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School evaluation is often linked to issues of accountability, performance assessment, regulation and inspection, where the work of teachers and/or the functioning of the school becomes the subject of critique. School Evaluation with a Purpose explores the latest thinking surrounding external and self-evaluation in schools.
Examining teacher professionalism, reflective practice and what really matters in education, it considers the key challenges around current evaluative practice and puts forward alternative methods of evaluation, placing reflective practice and teacher professionalism at its heart. Exploring the stories of evaluation and the practice of resilient schools and school leaders in five European contexts, the book aims to support and promote the agency of teachers, school leaders and students.
This book will be of particular interest to school leaders internationally, researchers, master's students of Education and Education Leadership, and policymakers responsible for law enforcement in the field of school inspection.
List of contents
Chapter 1 - Introduction;
Chapter 2 - School Evaluation - trends and directions;
Chapter 3 - Values based evaluation: the experiences of two schools in England;
Chapter 4 - Exploring a journey in school evaluation: a Spanish secondary school;
Chapter 5 - A tangled tale? Teachers making sense of school evaluation in The Republic of Ireland;
Chapter 6 -
Working against the grain: a values based school in Norway;
Chapter 7 - Lost in translation: challenges in educational evaluation in Poland;
Chapter 8 - What can case studies tell us about evaluation and assessment?;
Chapter 9 - Reflective practice, its role in evaluation and challenges for teacher professionalism.;
Chapter 10 - Evaluation with a purpose
About the author
Eli Ottesen is Professor in Educational Sciences in the Department of Teacher Education and School Research, University of Oslo, Norway.
Fiona Stephens is Senior Lecturer in Education at Canterbury Christ Church University, UK.
Summary
In recent years, there has been an increased interest in and demand for school evaluation. Evaluation is often linked to issues of accountability, performance assessment, regulation and inspection. This book explores and develops the latest thinking surrounding external and self-evaluation in schools.
