School Peer Review for Educational Improvement and Accountability

Theory, Practice and Policy Implications

Inbunden, Engelska, 2020

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This volume also identifies and describes barriers and facilitators to the development, use, sustainability and expansion of school peer review. School peer reviews are a form of internal evaluation driven by schools themselves rather than externally imposed, such as with school inspections.

Produktinformation

Utgivningsdatum2020-09-04
Mått155 x 235 x 23 mm
Vikt578 g
FormatInbunden
SpråkEngelska
SerieAccountability and Educational Improvement
Antal sidor289
FörlagSpringer Nature Switzerland AG
ISBN9783030481292

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Dr. David Godfrey is a lecturer in Education, Leadership and Management at UCL Institute of Education in London and the programme leader for the MA Educational Leadership. He was co-director of the Centre for Educational Evaluation and Accountability until 2018 and was a lead inspector for the Independent Schools Inspectorate. An advocate of research-informed practice in education, his projects and publications include research-engaged schools, school peer review, inspection systems and lesson study. In July 2017, David was acknowledged in the Oxford Review of Education as one of the best new educational researchers in the UK.

Introduction.- Part I: The emergence and growth of school peer review.- Chapter 1. From external evaluation, to school self-evaluation, to peer review (David Godfrey).- Part II: Supplementing the regional or national accountability system.- Chapter 2. Peer reviews as a complement to system reviews in Queensland (Chris Diamond & Anetta Kowalkiewicz).- Chapter 3. ‘Layering’ peer enquiry as a system change strategy: some lessons from Wales (Mark Hadfield and Mel Ainscow).- Part III: Peer reviews in the context of high stakes’ accountability. Intended and unintended consequences.- Chapter 4. Self-policing or self-improving? Analysing peer reviews between schools in England through the lens of isomorphism (Toby Greany).- Chapter 5. Case study of the National Association of Head Teachers’ ‘Instead’ Peer review in England (David Godfrey and Melanie Ehren).- Part IV: Peer review in unfamiliar national contexts: successes and challenges.- Chapter 6. Bulgaria: Peer Review Network Of Schools. Lessons From Innovative Practice In Bulgaria (Rossitsa Simeonova and Yonka Parvanova).- Chapter 7. Peer review in Czech education: a recognized but somewhat neglected tool for school development (Stanislav Michek, Martin Chvál and Milan Pol).- Part V: Peer review within school improvement partnerships.- Chapter 8. Challenge Partners Peer Review (George Berwick).- Chapter 9. The Education Development Trust’s Schools Partnership Program (Andrew Ettinger, John Cronin and Maggie Farrar).- Part VI: Participatory evaluation approaches to peer review.- Chapter 10. Empowering principals in peer review: the value of an empowerment evaluation approach for educational improvement (Kerrie Ikin).- Chapter 11. Research-Informed Peer Review (David Godfrey and Karen Spence-Thomas).- Chapter 12. Changing school leaders’ conversations about teaching and learning through a peer review process implemented in nine public schools in Chile (Mónica Cortez Muñoz, Fabián Campos, Carmen Montecinos, Jorge Rojas, Marcela Peña, Jorge Gajardo, Jorge Ulloa & Charles Albornoz).- Part VII: Synthesis and discussion.- Chapter 13. Evaluation theory and peer review. Practice, policy and research implications (David Godfrey).