What Should School-Based Evaluation Look Like?

Ryan, Katherine E.; Chandler, Merrill; Samuels, Maurice

doi:10.1016/j.stueduc.2007.07.001

Cited by 34 publications

(36 citation statements)

References 8 publications

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“…The provision of additional training in SSE is often recommended in research studies as the main solution to building capacity (Cheng, 2011;Pang, 2003;Ryan et al, 2007;Schildkamp et al, 2012). However, this approach is questioned by O'Brien et al (2014O'Brien et al ( , 2015 who argue that many teachers do not have the time to attend sufficient training programmes in order to develop the required level of evaluation expertise.…”

Section: Introductionmentioning

confidence: 99%

External specialist support for school self-evaluation: Testing a model of support in Irish post-primary schools

et al. 2017

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With an increasing emphasis on school self-evaluation as a mechanism for school improvement, many countries provide a range of supports to guide schools through the self-evaluation process. While models of support vary across jurisdictions, there are a number of common approaches that prevail, including the provision of an external specialist to support the school self-evaluation process. However, there is very little research carried out in relation to models of external specialist support for school self-evaluation. Building on previous research this article explores the implementation of a specific model of external specialist support for school self-evaluation in five Irish post-primary schools (student age cohort 12-18 years). This model differs from the standard set of supports provided by the Department of Education and Skills to schools in Ireland. The model was developed and facilitated by a researcher from the Dublin City University, Centre for Evaluation, Quality and Inspection. An action research methodology was used to implement and test the model of support in five schools and the related findings are outlined. While the findings are relevant to the Irish context they may have a wider application for self-evaluation policy and

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Section: Introductionmentioning

confidence: 99%

External specialist support for school self-evaluation: Testing a model of support in Irish post-primary schools

et al. 2017

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“…Teachers and principals clearly understood culture in a different way after participating in school-based culturally responsive evaluation. However, more theoretical work and field studies will need to be conducted to further assess being culturally responsive in evaluation (Ryan et al, 2007). The schools deterioration makes imperative the need of redefining the environmental education policy for the implementation more effective PEEs in changing attitudes and configuring values and attitudes to students-tomorrow's global citizens.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of School Environmental Programs Regarding the Objectives for the Environmentally Literate Students, of Heraklion, Greece Prefecture

Kalathaki¹

2015

WJE

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This evaluation research concerns the aims and objectives for creating the future environmentally literate citizen through the environmental programs (PEEs) of Secondary Education of Heraklion prefecture, Crete, Greece. An evaluation tool applied on the application forms and the final reports of the programs, in order to asses how sustainable they were in the initial planning, whether they satisfy the principles and objectives of Education for the Sustainable Development (ESD), if they aimed to culture values, abilities, skills in accordance to the UNESCO and European Community Strategies. The goal of cultivating skill of social action and social interventions which is of capital importance in ESD programs, seems to be designed and realized moderately in the studied programs. The effectiveness and the benefits of the materialization of the programs, are higher than the assessed by the statistical analysis, as there were some mismatches between the application forms and the final reports of the school environmental programs, where achieved goals, indeed adequately, which had not been included in the initial planning.

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“…There is data to support the fact that prevention programs can be designed to incorporate culturally appropriate norms of minority students and families and at the same time address the risk factors that several different ethnic minority groups share (Rodney, Johnson, & Srivastava, 2005 ). Schools also need to learn to develop culturally oriented evaluations that involve all stakeholders as team members, designers, and implementers of the evaluation (Ryan, Chandler, & Samuels, 2007 ). Each school has a unique culture and students in a school have their own peer culture.…”

Section: Culturally Responsive Evaluationmentioning

confidence: 99%

Preventive Mental Health at School

Macklem¹

2014

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What Should School-Based Evaluation Look Like?

Cited by 34 publications

References 8 publications

External specialist support for school self-evaluation: Testing a model of support in Irish post-primary schools

External specialist support for school self-evaluation: Testing a model of support in Irish post-primary schools

Evaluation of School Environmental Programs Regarding the Objectives for the Environmentally Literate Students, of Heraklion, Greece Prefecture

Preventive Mental Health at School

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