Towards a theory on the impact of school inspections
M. Ehren, und C. Visscher. British Journal of Educational Studies, 56 (2):
205-227(2008)
Zusammenfassung
The effects of school inspections on school improvement
have been investigated only to a limited degree. The investigation reported
on in this article is meant to expand our knowledge base regarding
the impact of school inspections on school improvement. The theoretical
framework for this research is partly based on the policy theory behind
the Dutch Educational School Supervision Act (the latter includes
assumptions about how school inspections lead to school improvement).
Interviews and a survey with school inspectors gave insight into how
school inspectors implement the Supervision Act and how they assess
schools, and stimulate schools to improve. The results of ten case studies
showed that all schools started to improve after a school visit. The
innovation capacity of the school and the school environment do not
seem to contribute to school improvement after school inspections. No
effects were found on school-improvement processes of the number of
insufficient scores that schools received from inspectors, the extent of
feedback and suggestions for improvement, and the number of agreements.
The provision of feedback about weaknesses, the assessment of these weak
points as unsatisfactory, and the agreements between an inspector and
the school regarding improvement activities do appear to make a difference
in promoting school improvement.
%0 Journal Article
%1 EhreTheR2008
%A Ehren, M.C.M.
%A Visscher, C.J.
%D 2008
%J British Journal of Educational Studies
%K Inspection NL
%N 2
%P 205-227
%T Towards a theory on the impact of school inspections
%V 56
%X The effects of school inspections on school improvement
have been investigated only to a limited degree. The investigation reported
on in this article is meant to expand our knowledge base regarding
the impact of school inspections on school improvement. The theoretical
framework for this research is partly based on the policy theory behind
the Dutch Educational School Supervision Act (the latter includes
assumptions about how school inspections lead to school improvement).
Interviews and a survey with school inspectors gave insight into how
school inspectors implement the Supervision Act and how they assess
schools, and stimulate schools to improve. The results of ten case studies
showed that all schools started to improve after a school visit. The
innovation capacity of the school and the school environment do not
seem to contribute to school improvement after school inspections. No
effects were found on school-improvement processes of the number of
insufficient scores that schools received from inspectors, the extent of
feedback and suggestions for improvement, and the number of agreements.
The provision of feedback about weaknesses, the assessment of these weak
points as unsatisfactory, and the agreements between an inspector and
the school regarding improvement activities do appear to make a difference
in promoting school improvement.
@article{EhreTheR2008,
abstract = {The effects of school inspections on school improvement
have been investigated only to a limited degree. The investigation reported
on in this article is meant to expand our knowledge base regarding
the impact of school inspections on school improvement. The theoretical
framework for this research is partly based on the policy theory behind
the Dutch Educational School Supervision Act (the latter includes
assumptions about how school inspections lead to school improvement).
Interviews and a survey with school inspectors gave insight into how
school inspectors implement the Supervision Act and how they assess
schools, and stimulate schools to improve. The results of ten case studies
showed that all schools started to improve after a school visit. The
innovation capacity of the school and the school environment do not
seem to contribute to school improvement after school inspections. No
effects were found on school-improvement processes of the number of
insufficient scores that schools received from inspectors, the extent of
feedback and suggestions for improvement, and the number of agreements.
The provision of feedback about weaknesses, the assessment of these weak
points as unsatisfactory, and the agreements between an inspector and
the school regarding improvement activities do appear to make a difference
in promoting school improvement.},
added-at = {2010-01-12T18:36:11.000+0100},
author = {Ehren, M.C.M. and Visscher, C.J.},
biburl = {https://www.bibsonomy.org/bibtex/21c657d1d7c20b63d3f0b18d6a9ab3c42/isahv},
interhash = {23999812aa8ca6c9f9ec2f75bca3d895},
intrahash = {1c657d1d7c20b63d3f0b18d6a9ab3c42},
journal = {British Journal of Educational Studies},
keywords = {Inspection NL},
number = 2,
pages = {205-227},
timestamp = {2010-01-12T18:36:12.000+0100},
title = {Towards a theory on the impact of school inspections},
volume = 56,
year = 2008
}