An Evaluation of the Implementation of Grids in one Local Education Authority

Constable, Hilary; Brown, Ron; Williams, Ralph

doi:10.1177/174114328801600106

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…The case study of Green Lane (Webb, 1996) also demonstrates the power of collaborative cultures to sustain staff through exceedingly difficult circumstances and to enable them to work together to bring about externally imposed change. In an evaluation of the implementation of GRIDS in one LEA, Constable et al (1988) found that for GRIDS to be operated successfully, teachers needed to be accustomed to working cooperatively and had to have a genuine concern for the school as a whole, which took precedence over more parochial concerns, and an appreciation of the need for change. The demands of the Education Reform Act (1988) and subsequent legislation have fostered such qualities and attitudes, suggesting that now school-based evaluation could prove much more effective in England than in the 1980s.…”

Section: Resultsmentioning

confidence: 99%

External Inspection or School Self‐evaluation? A Comparative Analysis of Policy and Practice in Primary Schools in England and Finland

Webb

Vulliamy

Hakkinen

et al. 1998

British Educational Res J

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The findings reported in this article form part of a wider comparative research project investigating the processes of curriculum change in primary schools in England and Finland during the period 1994-97. The two countries' policies on inspection and monitoring were moving in opposite directions. Finland has abandoned its national inspection system and is promoting school self-evaluation, whilst in England external accountability has been imposed on schools through Office for Standards in Education (OFSTED) inspections. Using data from case studies of six schools in each country, it is argued that each country has something to learn from the practice of the other. In England, the impact of OFSTED inspections has been mainly on policies and procedures, rather than on classroom practice, and the effects on teacher morale have been debilitating. In Finland, although early attempts at school self-evaluation have lacked a whole-school strategy, ownership of the evaluation process by teachers, together with inputs from parental feedback and pupil self-assessment, have contributed to positive changes in classroom practice.

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Section: Resultsmentioning

confidence: 99%

External Inspection or School Self‐evaluation? A Comparative Analysis of Policy and Practice in Primary Schools in England and Finland

Webb

Vulliamy

Hakkinen

et al. 1998

British Educational Res J

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show abstract

“…The purpose of the Exploratory Group was therefore to illuminate and complement these, rather than act as a precursor to the entire study. The study itself was an evaluation of the implementation of GRIDS in Leeds schools (see Constable et al, 1988). The Guidelines for Review and Internal Development in Schools (McMahon et al, 1984) is a process for conducting school self-review.…”

Section: Examples Of Exploratory Groupsmentioning

confidence: 99%

Exploratory Group Technique: an approach to sensitising school‐focused research

Brown

Constable

Williams

1990

British Educational Res J

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A technique is described for sensitising normative school-focused research by enabling the practitioner's perspective to be uncovered and systematically incorporated into research design. The procedure is based upon small group discussions, but involves specific procedures, sampling, timing and methods of recording. It is claimed that the approach not only permits teachers to articulate their views and practice in a manner which is relatively undistorted by received rhetoric, but also results in data which readily inform the design of normative research aimed at investigating the process of schooling. Two examples are given of the technique in operation, one concerned with investigating the ways that infant teachers value and use pictures and the other an evaluation of the implementation of GRIDS (Guidelines for Review and Internal Development in Schools) in a group of schools. In each case, the results of the exploratory group are shown to have substantially influenced the extent to which the related studies were able to address issues from the school perspective.

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Exploratory Group Technique: An Approach to Sensitising School — Focused Research

Brown

Constable

Williams

1990

British Journal of In-Service Education

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An Evaluation of the Implementation of Grids in one Local Education Authority

Abstract: The introduction of GRIDS for schools to review their curricula was received positively. Teachers welcomed their greater involvement in decisions and better communications. Further work was found to be needed on the processes of change in schools.

Cited by 3 publications

References 5 publications

External Inspection or School Self‐evaluation? A Comparative Analysis of Policy and Practice in Primary Schools in England and Finland

External Inspection or School Self‐evaluation? A Comparative Analysis of Policy and Practice in Primary Schools in England and Finland

Exploratory Group Technique: an approach to sensitising school‐focused research

Exploratory Group Technique: An Approach to Sensitising School — Focused Research

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