Godfrey School Peer Review for Educational Improvement and Accountability

Theory, Practice and Policy Implications
1. Auflage 2020
ISBN: 978-3-030-48130-8
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 299 Seiten

Reihe: Accountability and Educational Improvement

This book explores how peer reviews are used in school improvement, accountability and education system reform. Importantly, these issues are studied through numerous international cases and new empirical evidence. 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. Schools collaborate with other schools in networks, collect data through self-evaluation and in school review visits. They provide feedback, challenge and support to each other. Despite the increased use of school peer review in system reform and school improvement, very little research has been conducted on this model and there is a dearth of literature that looks at the phenomenon internationally. This book fills this gap and will be an invaluable source for academics in school leadership and educational evaluation and accountability, as well as those working at the level of executive leadership in school networks, NGOs and in government policy-making.

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. 

Autoren/Hrsg.

Godfrey, David

Inhaltsverzeichnis

1;Foreword;6
1.1;References;10
2;Acknowledgements;12
3;Introduction;13
3.1;Chapter Outline;14
3.2;Reference;15
4;Abbreviations;16
5;Contents;19
6;About the Editor;21
7;Part I: The Emergence and Growth of School Peer Review;22
7.1;Chapter 1: From External Evaluation, to School Self-evaluation, to Peer Review;23
7.1.1;1.1 Introduction;23
7.1.2;1.2 Peer Review Outside the School Sector;25
7.1.3;1.3 Outline of the Chapter;26
7.1.4;1.4 From External to Internal Evaluation;27
7.1.5;1.5 Internal Evaluation in Schools;29
7.1.5.1;1.5.1 Defining Internal Evaluation;29
7.1.5.2;1.5.2 The Effects of Internal Evaluation;29
7.1.5.3;1.5.3 The Positive Impact of Internal Evaluation;29
7.1.5.4;1.5.4 Unintended Effects of Internal Evaluation;30
7.1.5.5;1.5.5 Conditions for Effective Internal Evaluation;30
7.1.6;1.6 The Interaction of Internal and External Evaluation;31
7.1.7;1.7 From Within School Self-evaluation to Peer Review;33
7.1.8;1.8 The Emergence and Growth of Peer Review in School Systems;34
7.1.9;1.9 Peer Review and the Accountability Dimension;36
7.1.10;1.10 The Research Base on School Peer Review;37
7.1.11;1.11 A European Peer Review Network;38
7.1.12;1.12 Standards for Peer Review;39
7.1.13;1.13 Conditions for Effective Peer Review;40
7.1.14;References;41
8;Part II: Supplementing the Regional or National Accountability System;44
8.1;Chapter 2: Peer Reviews as a Complement to System Reviews in Queensland;45
8.1.1;2.1 Introduction;45
8.1.2;2.2 Peer Reviews and Internal Evaluation;47
8.1.3;2.3 Queensland Context;49
8.1.3.1;2.3.1 School Reviews;49
8.1.3.2;2.3.2 Pilot Health Checks;51
8.1.4;2.4 Case Studies;51
8.1.4.1;2.4.1 Research Design;51
8.1.4.2;2.4.2 Method and Sample;52
8.1.4.2.1;2.4.2.1 Interviews;52
8.1.4.2.2;2.4.2.2 Observations;53
8.1.4.3;2.4.3 Analysis;54
8.1.5;2.5 Peer Reviews in Queensland State Schools;54
8.1.5.1;2.5.1 Rationale for Peer Review;54
8.1.5.2;2.5.2 Process of Peer Review;56
8.1.5.2.1;2.5.2.1 Pre-review Training;56
8.1.5.2.2;2.5.2.2 Review Scope;56
8.1.5.2.3;2.5.2.3 Reviewers;57
8.1.5.2.4;2.5.2.4 Activities;58
8.1.5.2.5;2.5.2.5 Report;58
8.1.5.2.6;2.5.2.6 Follow Up;59
8.1.6;2.6 Benefits of Peer Reviews;59
8.1.6.1;2.6.1 Facilitating School Improvement;59
8.1.6.2;2.6.2 Professional Learning;60
8.1.6.3;2.6.3 Validation of Principals’ Perceptions and Plans;61
8.1.7;2.7 Values Prevalent in Peer Reviews;61
8.1.8;2.8 Peer Reviews and System Reviews;63
8.1.9;2.9 Conclusion;65
8.1.10;References;67
8.2;Chapter 3: ‘Layering’ Peer Enquiry as a System Change Strategy: Some Lessons from Wales;69
8.2.1;3.1 Introduction;69
8.2.2;3.2 The Central South Wales Challenge;70
8.2.3;3.3 The Context;71
8.2.4;3.4 The Central South Wales Challenge;73
8.2.5;3.5 System ‘Layering’: From Categorisation to Peer Review;75
8.2.6;3.6 The Phased Development of the Peer Enquiry Process;76
8.2.7;3.7 Determining Impact;80
8.2.8;3.8 Power, Politics and System Reform;83
8.2.9;References;84
9;Part III: Peer Reviews in the Context of High Stakes’ Accountability. Intended and Unintended Consequences;86
9.1;Chapter 4: Self-Policing or Self-Improving?: Analysing Peer Reviews Between Schools in England Through the Lens of Isomorphism;87
9.1.1;4.1 Introduction;88
9.1.2;4.2 Hierarchical Accountability as a Driver of Behaviour in England’s ‘Self-Improving, School-Led System’;92
9.1.3;4.3 Isomorphism: ‘What Makes Organisations So Similar?’;94
9.1.4;4.4 Peer Review as Coercive Isomorphism;95
9.1.5;4.5 Peer Review as Mimetic Isomorphism;97
9.1.6;4.6 Peer Review as Normative Isomorphism;100
9.1.7;4.7 Recent Developments: A Move Away from Peer Reviews in MATs?;103
9.1.8;4.8 Discussion;104
9.1.9;References;108
9.2;Chapter 5: Case Study of a Cluster in the National Association of Head Teachers’ ‘Instead’ Peer Review in England;111
9.2.1;5.1 Introduction;111
9.2.2;5.2 Accountability and Improvement Through Peer Review in the English School System;112
9.2.3;5.3 The English Policy Context;114
9.2.4;5.4 Background to the Peer Review Programme;115
9.2.5;5.5 Methodology;116
9.2.5.1;5.5.1 The Case Schools and Staff;116
9.2.5.2;5.5.2 Data Analysis;118
9.2.6;5.6 Motivation and Focus of Reviews;120
9.2.7;5.7 Relationships, Collaboration and Structure of the Network;121
9.2.8;5.8 Evaluation Practices in the Reviews;122
9.2.9;5.9 Involvement of ‘Users’;123
9.2.10;5.10 Valuing and Judging in the Review Visits;124
9.2.11;5.11 The Impact of the Reviews on Schools and Participants;126
9.2.12;5.12 Conclusions and Discussion;128
9.2.13;References;130
10;Part IV: Peer Review in Unfamiliar National Contexts: Successes and Challenges;132
10.1;Chapter 6: Peer Review Network of Schools – Lessons from Innovative Practice in Bulgaria;133
10.1.1;6.1 Introduction;133
10.1.2;6.2 External and Internal Evaluation of Bulgarian Schools;135
10.1.3;6.3 The Peer Review Model;137
10.1.4;6.4 Peer Evaluation Procedure;141
10.1.5;6.5 Case Study Methodology;142
10.1.6;6.6 Findings and Discussion;144
10.1.6.1;6.6.1 Peer-Evaluation Practices in the Network;144
10.1.6.1.1;6.6.1.1 Peer-Evaluation Framework and Procedure;144
10.1.6.1.2;6.6.1.2 Preparation for the Peer Review Visit;144
10.1.6.1.3;6.6.1.3 Peer-Evaluation Process – Visits and Follow-Up;145
10.1.7;6.7 Effects and Benefits of Peer-Evaluation Within the Network;147
10.1.7.1;6.7.1 Potential Dysfunctional Effects;147
10.1.7.2;6.7.2 Positives of the Peer-Evaluation;147
10.1.8;6.8 Conclusions and Follow Up;150
10.1.9;References;150
10.2;Chapter 7: Peer Review in Czech Education: A Recognized but Somewhat Neglected Tool for School Development;152
10.2.1;7.1 Introduction;152
10.2.2;7.2 The Changes in School Self-Evaluation in Czech Education;153
10.2.3;7.3 The History of Efforts to Support Peer Review in Czech Education;155
10.2.4;7.4 Peer Review Within the Project Road to Quality in the Czech Republic;157
10.2.5;7.5 Experience Gained from the Project: Research Methods, Objectives, Focus and Data Collection;161
10.2.6;7.6 Phase 2 of the Data Collection;162
10.2.7;7.7 Results of Phase 2 Data Analysis;163
10.2.8;7.8 Conclusion;167
10.2.9;References;168
11;Part V: Peer Review Within School Improvement Partnerships;170
11.1;Chapter 8: The Development of a System Model of Peer Review and School Improvement: Challenge Partners;171
11.1.1;8.1 Introduction;171
11.1.2;8.2 The Growth of the Partnership;172
11.1.3;8.3 The Quality Assurance Review;173
11.1.3.1;8.3.1 The Process;173
11.1.4;8.4 Ensuring Effective Collaboration;175
11.1.5;8.5 Ensuring Rigour;176
11.1.6;8.6 The Practitioners;177
11.1.7;8.7 Ofsted and the Department for Education;177
11.1.7.1;8.7.1 The Lead Reviewers;178
11.1.7.2;8.7.2 The Central Team;179
11.1.8;8.8 The Theoretical Underpinning;179
11.1.8.1;8.8.1 Tacit and Explicit Knowledge;179
11.1.8.2;8.8.2 Stages of Learning Activity;179
11.1.8.3;8.8.3 Using a Collaborative Learning Model;180
11.1.9;8.9 The Issue of Context;181
11.1.10;8.10 ‘You Get Nowt for Learning’;181
11.1.11;8.11 The Importance of Leadership and Teaching-and-Learning;182
11.1.12;8.12 Ensuring that the Knowledge Being Circulated Is Worthwhile;182
11.1.13;8.13 The Five Principles;182
11.1.14;8.14 Other Linked Activities;184
11.1.14.1;8.14.1 Activities Provided by the Local Hub;184
11.1.15;8.15 Activities Provided by the Central Team;185
11.1.16;8.16 National Brokering Service;185
11.1.17;8.17 The Subject Directory;186
11.1.18;8.18 Leadership Development Days;186
11.1.19;8.19 Results;186
11.1.19.1;8.19.1 Internal;186
11.1.19.2;8.19.2 The Results for the QAR 2015–2018 (Challenge Partners 2016, 2017, 2018, 2019) (Table 8.2);188
11.1.19.3;8.19.3 External;189
11.1.20;8.20 Conclusions;190
11.1.21;References;191
11.2;Chapter 9: Education Development Trust’s Schools Partnership Programme: A Collaborative School Improvement Movement;193
11.2.1;9.1 Introduction;193
11.2.2;9.2 An Education System Turning to Collaboration to Drive Improvement;194
11.2.3;9.3 The Early Development of the Model;195
11.2.3.1;9.3.1 A Strategic Question to Guide Change;195
11.2.3.2;9.3.2 Peer Review as the Vehicle for Change;195
11.2.3.3;9.3.3 The Guiding and Evolving Principles for the Model;196
11.2.4;9.4 The Principles Underpinning the Model;196
11.2.5;9.5 An Emergent Collaborative School Improvement Model;198
11.2.6;9.6 Unpacking the Schools Partnership Programme; Our Theory of Change;200
11.2.6.1;9.6.1 Stage 1: School Self-Review and the Peer Review Framework;201
11.2.6.2;9.6.2 Stage 2: Peer Review;203
11.2.6.3;9.6.3 Stage 3: Follow Up Workshop and School-to-School Support;204
11.2.7;9.7 Long Term Sustainability;205
11.2.8;9.8 So What? Peer Review, Partnership Maturity and School Improvement;205
11.2.9;9.9 Five Years On; the Growth of the Model;208
11.2.10;9.10 Looking Ahead;208
11.2.11;References;210
12;Part VI: Participatory Evaluation Approaches to Peer Review;211
12.1;Chapter 10: Empowering Principals in Peer Review: The Value of an Empowerment Evaluation Approach for Educational Improvement;212
12.1.1;10.1 The Context in Which the Program Emerged;213
12.1.2;10.2 The Brief for the Cyclical Review Program;214
12.1.3;10.3 The Peer-Review Approach Adopted for the Cyclical Review Program;214
12.1.4;10.4 The Case-Study;217
12.1.5;10.5 What Changed?;219
12.1.6;10.6 How Did Principals Perceive the Approach to Be Different from Traditional Practice?;220
12.1.7;10.7 How Did the Reviews Influence the Principals?;224
12.1.8;10.8 Results-Based Influences;224
12.1.9;10.9 Process-Based Influences;226
12.1.10;10.10 Interaction Between the Results-Based and Process-Based Influences;227
12.1.11;10.11 The Factors Underlying the Influence of Cyclical Reviews on the Participating Principals;228
12.1.12;10.12 Future Directions;230
12.1.13;10.13 Conclusion;231
12.1.14;References;231
12.2;Chapter 11: Research-Informed Peer Review;234
12.2.1;11.1 Introduction and Aims of the Chapter;234
12.2.2;11.2 Background;235
12.2.3;11.3 The Research-Informed Peer Review Process;236
12.2.4;11.4 The Principles of Research-Informed Peer Review;239
12.2.5;11.5 Mechanisms for Impact of Research-Informed Peer Review;245
12.2.6;11.6 Using Evaluation Theory to Inform Evaluation Policy;246
12.2.7;11.7 Teacher Collective Efficacy;248
12.2.8;11.8 Conclusions and Discussion;250
12.2.9;References;252
12.3;Chapter 12: Changing School Leaders’ Conversations about Teaching and Learning through a Peer Review Process Implemented in Nine Public Schools in Chile;256
12.3.1;12.1 Introduction;257
12.3.2;12.2 Public Schools Leaders’ Work in Context;258
12.3.2.1;12.2.1 Structure of the System;259
12.3.2.2;12.2.2 Market Model for the Provision of Education;259
12.3.2.3;12.2.3 Increased Decentralization and Accountability;260
12.3.3;12.3 Schools Inquiring and Learning with Peers Model;261
12.3.4;12.4 Components of the Schools Inquiring and Learning with Peers Model;263
12.3.5;12.5 Key Findings;265
12.3.5.1;12.5.1 Vision and Approach to Student Learning;266
12.3.5.2;12.5.2 Understandings of Teacher Learning and Development;268
12.3.6;12.6 Professional Skills Development Reported by School Teams;269
12.3.7;12.7 Participants’ Evaluation of SILP;271
12.3.8;12.8 Discussion and Conclusions;272
12.3.9;12.9 Network Level Process and Outcomes;273
12.3.10;12.10 School Level Process and Outcomes;273
12.3.11;References;275
13;Part VII: Synthesis and Discussion;278
13.1;Chapter 13: Evaluation Theory and Peer Review. Practice, Policy and Research Implications;279
13.1.1;13.1 Introduction;279
13.1.2;13.2 A Conceptual Framework for Peer Review;280
13.1.2.1;13.2.1 Use and Users;280
13.1.2.2;13.2.2 Values;281
13.1.2.3;13.2.3 Methodology;282
13.1.3;13.3 A Comparative Analysis of Peer Review Programmes;282
13.1.3.1;13.3.1 Use/Users;282
13.1.3.2;13.3.2 Values;289
13.1.3.3;13.3.3 Methodology;290
13.1.4;13.4 Conclusions and Discussion;292
13.1.4.1;13.4.1 Leadership Development Benefits of Peer Review;293
13.1.4.2;13.4.2 Collective Efficacy;294
13.1.4.3;13.4.3 Trust as a Mediating Variable;294
13.1.4.4;13.4.4 Network Configurations of Peer Review Programmes;296
13.1.4.5;13.4.5 Peer Review in a ‘Coopetitive’ Environment;297
13.1.5;References;298