Leading learning in the self-evaluating school

Leading learning in the self-evaluating school

• MacBeath, John Faculty of Education, University of Cambridge

School Leadership & Management, 28(4), 385-399, 2008

Routledge

2008

• R 教育政策與管理
  • RE 學校內部管理、學校與家長之關係
• S 學校環境、設備與組織
  • SI 學校效能及改進
• R 教育政策與管理
  • RF 學校監管制度、問責性及視學 / 查察︰教育指標學校教育質素資源、學校私營化

Educational Change Foreign Countries Accountability Educational Improvement Self Evaluation (Groups) Case Studies United Kingdom Hong Kong

• Hong Kong

• 1997.7 onwards

• 小學教育
• 中學教育

Governments around the world have adopted school self-evaluation as an essential corollary to the local management of schools. Typically this has been accompanied by prescribed frameworks, indicators and scoring systems, tending to promote a form of ritual self-inspection rather than an ongoing and dynamic process of self-evaluation. It is argued that these have derived more from an accountability imperative than an improvement motive and as such have tended to disempower rather than empower schools. This article examines the inherent tensions between external accountability and internally driven school improvement. The example of Hong Kong's new relationship with schools is used to illustrate how those issues play out in the implementation of large-scale reform, drawing parallels and contrasts with Ofsted's New Relationship with Schools in England. The responsiveness of Hong Kong's Education Development Bureau to evidence from independent research carries lessons for other countries in which such evidence has been ignored or marginalised by policy-makers. It is, in many respects, an exemplary case study of change management.
[Copyright of School Leadership & Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13632430802292332]

• 英文

期刊論文

• 13632434

• 10.1080/13632430802292332

https://bibliography.lib.eduhk.hk/tc/bibs/1c4c2742

2010-09-24