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Determining how to monitor and enhance school effectiveness is one of the major concerns in current education reforms in different areas of the world. This paper describes the existing conceptual and practical possibilities and dilemmas in developing a framework for monitoring school effectiveness. The paper identifies the different types of school effectiveness, which include technical/economic, human/social, political, cultural, and educational effectiveness at a variety of different levels--individual, institutional, community, societal, and international. The paper describes the eight management models for school effectiveness (the goal model, system-input model, process model, satisfaction model, legitimacy model, ineffectiveness model, organizational learning model, and total-quality-management model). Depending on the types of school effectiveness and the models of school management, various conceptual possibilities and dilemmas exist in monitoring school effectiveness. The paradigm for monitoring should therefore be shifted from a simplistic conception to a multi-type and multi-model conception. The paper proposes a matrix based on the choice of indicators, the purpose of assessment, and the type of evaluation. It also identifies practical dilemmas involved in monitoring school effectiveness: (1) balancing between internal development and external accountability; (2) balancing between school self-evaluation and external evaluation; (3) choosing an appropriate combination of indicators; (4) deciding who selects the effectiveness indicators and performance standards; and (5) managing the differences between the school-site level and the system level. Three tables and three figures are included. (Contains 60 references.) (LMI)

Descriptors: Educational Assessment, Educational Objectives, Effective Schools Research, Elementary Secondary Education, Evaluation Criteria, Evaluation Methods, Foreign Countries, Models, Performance, School Effectiveness, Standards, Total Quality Management











Autor: Cheng, Yin Cheong

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9068&id=ED407730







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