Accountability and Educational Improvement – serie

This volume also identifies and describes barriers and facilitators to the development, use, sustainability and expansion of school peer review. School peer reviews are a form of internal evaluation driven by schools themselves rather than externally imposed, such as with school inspections.

This volume also identifies and describes barriers and facilitators to the development, use, sustainability and expansion of school peer review. School peer reviews are a form of internal evaluation driven by schools themselves rather than externally imposed, such as with school inspections.

This open access book discusses challenges in school improvement research and different methodological approaches that have the potential to foster school improvement research.

This open access book discusses challenges in school improvement research and different methodological approaches that have the potential to foster school improvement research.

This book provides an overview anddiscussion of the evidence base of effective school inspections; reflecting on issuesof validity and reliability of school inspections in relation to schooleffectiveness research, unintended consequences and emergent roles andresponsibilities of Inspectorates of Education. Chapters include findings from systematicliterature reviews and primary research while also presenting a range ofpractical examples from inspections systems from all over the world. The bookprovides relevant background materials for Inspectorates of Education who aimto improve the effectiveness of their systems and working methods, as well as clearexamples for researchers aiming to analyse and understand the effectiveness ofthese systems. The final chapter reflects on changes in the currenteducation landscape and discusses newer models of school inspections that fitwithin a more decentralized inspection system.

This book examines the role of the inspector within the context of a number of OECD member states and explores the ways in which the inspectors themselves interpret, implement and influence inspection practices and policy.Inspection policy can have various unintended consequences, some of which produce radical discrepancies between the policy intent and its implementation. A number of these discrepancies derive from the way in which the policy is articulated while others derive from the ways in which inspectors interpret and operationalise this policy. This implementation is coloured and conditioned by several factors, including the evidence on which inspectors base their judgements; what counts as evidence in different policy contexts; what counts as valid knowledge in inspection processes; the qualities needed by inspectors working in differing policy contexts and the identities that they adopt in order to successfully carry out their work.The book provides a valuable contribution to our understanding of the politics and practices which colour and shape the legitimacy and operational execution of inspection policy. The work is unique in its focus on the inspectors’ role within the implementation of the inspection process— an element often overlooked in the literature. It also includes two chapters co-written by inspectors, offering unique insights into their life worlds and identities.

The bookprovides relevant background materials for Inspectorates of Education who aimto improve the effectiveness of their systems and working methods, as well as clearexamples for researchers aiming to analyse and understand the effectiveness ofthese systems.