The challenges of school inspection practice in demonstrating and improving education quality: stakeholder perceptions in China

Hong, Zheng; Thomas, Sally M

doi:10.1007/s11092-022-09390-2

Cited by 1 publication

(1 citation statement)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The pillars of a high-quality education are responsibility, autonomy, assessment, and organised design (Hardianto et al, 2017• Poernamawijayai et al, 2018. A modern educational system, in order to be described as "high-quality" and improve its level, is not only confined to the educational personnel, but it should be constructively utilising a satisfactory number of quality criteria (Santa & Solis, 2020• Zheng & Thomas, 2022, such as founding new school units, designing and reviewing of the curricula, lessening of the bureaucracy required, rational management of resources and upgrading of the administrative services in general, as well as of the system as a whole (Rojas et al, 2021• Zulfiqar & Tahir, 2019.…”

Section: Introductionmentioning

confidence: 99%

The Views of Greek Educationalists on the Assessment of the Kindergarten Curriculum Content and Function

Sakellariou,

Pappa,

Rodokleia

2024

EJSSS

View full text Add to dashboard Cite

High-quality education is considered as a crucial issue for every organised society since it prepares the next-to-come generation of active citizens. The assessment of the quality of education comprises the research object for a large number of researchers and members of the educational community, since through it the content and results of the assessment itself are examined. A structural feature of quality in education is the curriculum, inside which the very purpose of Kindergarten is reflected, which is no other than the wholesome development of toddlers. The objective of the present study was to investigate the views of general and special education teachers concerning the assessment of content as well as the operation of the curriculum proposed for the educational rank of Kindergarten. The study was conducted during the 2022-23 academic year, with the participation of 1204 educationalists (N: 864 general education Kindergarten teachers, N: 337 special education Kindergarten teachers) from all over Greece. The results of the research showed that the assessment of the pupils’ advancement relates to the type of education, whether, that is, the educationalists are employed within general education facilities or in special education ones, as well as to the number of pupils who attend each class. More on this, it surfaced that the dimension “Learning domains”, in which the content of the curriculum is being described, is affected by the number of pupils in each contextual class. Article visualizations:<img src="/-counters-/lit/0758/a.php" alt="Hit counter" />

show abstract

Section: Introductionmentioning

confidence: 99%