Using the performance indicators for preschool self evaluation and improvement: A Chinese model

Using the performance indicators for preschool self evaluation and improvement: A Chinese model

The role of theory and research in educational practice

• Wong, Ngai Chun Margaret The Hong Kong Institue of Education
• Li, Hui The Hong Kong Institue of Education

• Kozlowska, A.
• Kahn, R.
• Kozuh, B.
• Kington, A.
• Mazgon, J.

Grand Forks, ND

College of Education and Human Development, University of North Dakota.

2008

• R Educational Policy & Administration
  • RF School Supervision, Accountability & Inspection: Education Indicators, Privatization of School
• Q Philosophy of Education, Educational System & School At Different Levels
  • QB Pre-school Education, Child Caring Facilities, Maternal & Infantile Health Facilities

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

This study investigated how the Performance Indicators (PIs), a quantifiable check of school effectiveness and accountable issued by the government, was used by Chinese preschools to do self-evaluation and improvement in Hong Kong. Sixty-four representative pre-primary institutions of 15 035 children and 1 600 practitioners, and 9 project members worked collaboratively through the self-evaluation and improvement cycle within 18 months. Post-project surveys, group interviews, documentation analysis, and multiple case studies were conducted to gauge the participants’ views on the progress and problems regarding school improvement. The results indicated that: (1) the revised 7-step Chinese model of self-evaluation and improvement was workable for Hong Kong pre-primary institutions; (2) the institutions did benefit from the project and got better understanding of the PIs, reflections on children’s learning and teacher’s teaching, professional development, heightening of organizational morale and team spirit; (3) the common difficulties encountered in the processes were time limitation, lack of resources, and under-qualified teachers; and (4) the successful experiences might include strong leadership, team work with deep collaboration, school-based training, peer observation, useful instruments, and support from external advisor. The sociocontextual factors and the educational implications of these findings are discussed.
[Copyright © College of Education and Human Development, University of North Dakota. The publisher website is located at http://www.und.edu/dept/ehd]

• English

Book Chapters

https://bibliography.lib.eduhk.hk/bibs/4206ae2d

2015-05-18