School Peer Review for Educational Improvement and Accountability

Theory, Practice and Policy Implications
1. Auflage 2020
ISBN: 978-3-030-48132-2
Verlag: Springer International Publishing

Buch, Englisch, 289 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 482 g

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.

Zielgruppe

Research

Autoren/Hrsg.

Godfrey, David

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Schulpädagogik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung

Inhaltsverzeichnis

Foreword: School peer review for educational improvement in changing times; Prof. Louise Stoll, UCL Institute of Education

PART 1: Introduction

1. Peer review as a form of internal evaluation and lateral accountability; Dr David Godfrey, UCL Institute of Education

2. Starting the process of challenging and supporting colleagues; Sir George Berwick

3. The Education Development Trust’s School Partnership Programme; Maggie Farrar and John Cronin

4. Research-Informed Peer Review; Dr David Godfrey and Karen Spence-Thomas, UCL Institute of Education

PART 2: International Case Studies of Peer Review

5. Australia: Peer reviews as a complement to system reviews: the case of Queensland: Dr. Christine Diamond, Director of Policy & Research School Improvement Unit

6. USA: Peer review in Rhode Island: Practice Based Inquiry; Tom Wilson

7. Advancing Quality Through School Peer Reviews: a Case Study from South Africa; Murray Thomas and Hassiena Marriott

8. Chile: Adopting peer review in Chile. Cultural adaptation, barriers and facilitators; Dr David Godfrey and Carmen Montecinos

9. Bulgaria: Peer Review Network Of Schools – Lessons From Innovative Practice In Bulgaria; Prof. Rossitsa Simeonova and Dr Yonka Parvanova, Sofia University, Bulgaria

10. Wales: Using evidence to inject challenge within a system change strategy: lessons from a small country; Prof. Mel Ainscow and Prof. Mark Hadfield

11. The road to quality. Attitudes to School peer review in the Czech Republic; Prof. Milan Pol and  Stanislav Michek

12. Self-policing or self-improving? Peer reviews and school to school networks in the context of high-stakes accountability and local status hierarchies in England; Professor Toby Greany, UCL Institute of Education

13. Case study of a cluster in the National Association of Headteachers’ ‘Instead’ Peer review in England; Dr David Godfrey

PART 3: Conclusions

14. School peer review for lateral accountability and improvement. Challenges and ways forward; Dr David Godfrey

Über Autor(innen)

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.