Aiming at School Improvement: Educational Evaluation System in Primary and Secondary Schools

This study is part of a school improvement programme on entrepreneurial education and investigates teachers’ understanding and transmission of entrepreneurial education in two Swedish lower secondary schools, through interviews and observations. Entrepreneurship is a well-established concept within capitalist society, but the interest here is to investigate the transmission of it into pedagogic discourse and communication. Bernstein’s concept of the pedagogic device is used to reason on the process of what happens, and why, when the concept of entrepreneurship is transformed into entrepreneurial education. The results indicate different understandings and connotations on a deeper level, and also show that transmission to colleagues and pupils faces a series of challenges. In practise, the findings show different approaches to entrepreneurial education among individual teachers, but also between schools. This can be explained by gaps in the transmitting process, but also by different school cultures and diverse forms of collegial collaboration, which may affect transmission among colleagues and thus the transmission to pupils. Pupils’ backgrounds may also have an impact on the differences.

Download Full-text

Changing Secondary Schools Is Hard: Lessons from 10 years of School Improvement in the Manitoba School Improvement Program

Improving Schools and Educational Systems ◽

10.4324/9780203012499-16 ◽

2006 ◽

pp. 127-146

Keyword(s):

School Improvement ◽

Secondary Schools ◽

Improvement Program

Download Full-text

Pedagogical Coordination in Secondary Schools from a Distributed Perspective. Adaptation of the Distributed Leadership Inventory (DLI) in the Spanish Context

Education Sciences ◽

10.3390/educsci10070175 ◽

2020 ◽

Vol 10 (7) ◽

pp. 175

Author(s):

Inmaculada García-Martínez ◽

Pedro J. Arrifano Tadeu ◽

José Luis Ubago-Jiménez ◽

Carlos Brigas

Keyword(s):

School Improvement ◽

Secondary Schools ◽

Distributed Leadership ◽

Delphi Method ◽

Leadership Characteristics ◽

Pilot Test ◽

Department Heads ◽

Academic Improvement ◽

Potential Capacity ◽

Set Up

Introduction: Leadership as the second factor in school improvement needs potential leaders to be effective. Method: The present study aimed to know the potential capacity of leaders in Spanish secondary schools through the adaptation of the DLI questionnaire to Spanish. To accurately adapt this questionnaire, the present research group conducted content validity processes in 2017, using the Delphi Method, in which eight experts from the Spanish Network for Research into Leadership and Academic Improvement were invited to participate (RILME). As part of a pilot test, preliminary tools were administered to 547 participants from secondary schools in Granada and Jaén (Spain). Results: The present study reports on the adaptation of the DLI instrument within the Spanish context. Acceptably high values were obtained in the analysis of reliability and internal consistency, suggesting that this item can be reliably utilised for the exploration of the dynamics of internal functioning in secondary education and the evaluation of the distribution of leadership characteristics. Conclusions: The pilot study highlights how heads of studies and department heads are potential leaders, making it easier to set up and sustain educational projects in schools.

Download Full-text

Exploring School Improvement in Hong Kong Secondary Schools

Peabody Journal of Education ◽

10.1080/0161956x.2012.664474 ◽

2012 ◽

Vol 87 (2) ◽

pp. 216-234 ◽

Cited By ~ 13

Author(s):

James Y. C. Ko ◽

Philip Hallinger ◽

Allan D. Walker

Keyword(s):

Hong Kong ◽

School Improvement ◽

Secondary Schools

Download Full-text

Conceptual approach of an educational evaluation system for patients

Journal of Cystic Fibrosis ◽

10.1016/s1569-1993(09)60379-9 ◽

2009 ◽

Vol 8 ◽

pp. S98

Author(s):

C. Berville ◽

R. Gagnayre ◽

J. Iguenane ◽

P. Douaud ◽

D. Chevalier ◽

...

Keyword(s):

Evaluation System ◽

Educational Evaluation ◽

Conceptual Approach

Download Full-text

SELECTED SCHOOL BASED FACTORS’ INFLUENCE ON VALUE ADDITION IN SECONDARY EDUCATION IN PUBLIC SECONDARY SCHOOLS IN RACHUONYO SOUTH SUB-COUNY, HOMABAY COUNTY, KENYA

European Journal of Education Studies ◽

10.46827/ejes.v8i11.4004 ◽

2021 ◽

Vol 8 (11) ◽

Author(s):

Phelix Almand Amoke ◽

James Ochieng Sika

Keyword(s):

Academic Performance ◽

Secondary Education ◽

School Improvement ◽

Secondary Schools ◽

School Effectiveness ◽

Primary Data ◽

Value Addition ◽

Basic Model ◽

School Based ◽

Significant Relationships

Educational accountability has mainly focused on final academic performance in judging schools’ effectiveness without regard to where the students started. Judging schools' effectiveness solely based on final academic performance is unfair to school systems. Hence, the need to determine value addition in secondary education taking into consideration KCPE scores as intake abilities and KCSE scores as exit abilities. Moreover, public secondary schools in Rachuonyo South Sub-County recorded the highest negative academic progresses, -3.262 and -3.745, in the secondary education of 2013 and 2014 cohorts in Homa Bay County. However, the cause of the negative academic progresses is unknown. Hence, there is need to examine selected school-based factors’ influence on value addition in the secondary education of the two cohorts. The objectives of the study are to examine performance appraisal’s influence on value addition in secondary education; to examine continuous assessments’ influence on value addition in secondary education and to examine classroom push and pull factors’ influence on value addition in secondary education. A conceptual model developed from the basic model of school effectiveness by Scheerens (2000) and a correlational research design guided the study. The sample of the study comprised 49 Deputy Principals, 49 Directors of Studies and 780 students randomly sampled. Primary data were collected using questionnaires. Findings revealed that TPAD (β=0.386, p=0.029) and CPP (β=0.364, p=0.034) have positive significant relationships with value addition, while CATs have insignificant relationship with value addition (β1=0.277, p=0.104) for 2013 cohort. For 2014 cohort, TPAD (β=0.633, p=0.000) and CATs (β=0.356, p=0.02) have positive significant relationships with value addition, while CPP has insignificant relationship with value addition (β=0.22, p=0.136). Moreover, findings revealed that school-based factors contributed to 19% and 38% variance in academic achievements of the 2013 and 2014 cohorts respectively. The findings of the study may be used as a tool for school improvement, checking school progress and accountability, informing policymaking, reporting to parents and the community about school. Article visualizations:<img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" />

Download Full-text

Sistema Permanente de Avaliação da Educação Básica do Ceará (Spaece) na vertente da avaliação do rendimento escolar

Revista Brasileira de Estudos Pedagógicos ◽

10.24109/2176-6681.rbep.81i197.964 ◽

2019 ◽

Vol 81 (197) ◽

Author(s):

Maria Iaci Pequeno

Keyword(s):

Academic Performance ◽

Evaluation System ◽

Educational Evaluation ◽

The State ◽

Evaluation Systems ◽

Methodological Procedures ◽

The Evaluation System

Focaliza a avaliação educacional no Estado do Ceará, desde as primeiras experiências no fim da década de 70 até a institucionalização do sistema próprio de avaliação do Estado, denominado Sistema Permanente de Avaliação da Educação Básica do Ceará (Spaece). Enfatiza os procedimentos metodológicos adotados nesse sistema de avaliação, bem como alguns resultados e o uso pelas audiências principais. Apresenta, finalmente, reflexões e lições que foram extraídas dessas experiências que possam servir de balizamento para outros sistemas similares de avaliação. Palavras-chave: sistema de avaliação; rendimento escolar; uso de avaliações. Abstract This paper describes educational evaluation in the State of Ceará, from the first experiences at the end of the seventies, to the institutionalization of the State's own evaluation system, called Sistema Permanente de Avaliação da Educação Básica (Spaece). The paper emphasizes the methodological procedures used in the evaluation system, as well as some of the results and its use by the main audiences. The paper also presents thoughts and lessons issued from these experiences that may be useful for other evaluation systems. Keywords: evaluation system, academic performance, use of evaluations.

Download Full-text

Implementasi Manajemen Strategis pada Program School Improvement

J-MPI (Jurnal Manajemen Pendidikan Islam) ◽

10.18860/jmpi.v5i1.8088 ◽

2020 ◽

Vol 5 (1) ◽

pp. 26

Author(s):

Farid Fauzi

Keyword(s):

School Improvement ◽

Strategic Management ◽

Evaluation System ◽

Secondary Data ◽

Primary Data ◽

Effective Control ◽

Teaching Staff ◽

Improvement Program ◽

Strategic Plans ◽

Research Findings

Madrasa quality improvement is a crucial thing in the progress of Islamic education in Indonesia. School Improvement is a program that works to improve the quality of madrasas, especially at MTsS Maqama Mahmuda. The purpose of this study was to determine the description of the strategic management process that occurred at MTsS Maqama Mahmuda from the school improvement program. The form of this research is descriptive qualitative with the subject of the study consisting of the chairman of the foundation, the head of the madrasa, the teaching staff, the teaching staff and one parent of the santri. The data used in this study are primary data that is the result of non-participatory observation and in-depth interviews and secondary data, which are documents that support this research. Based on the research results, several research findings can be found, including: 1) There is an analysis of the internal and external environment of madrasas in preparing strategic plans in the School Improvement Program 2) Formulation and reformulation of strategic planning by considering risk management 3) Implementation of effective strategic management through commitment and consistency from educators and education staff 3) Effective control and evaluation system by prioritizing the principle of rigor, transparency, accountability and sustainability. So it can be concluded that through the implementation of effective and efficient strategic management at MTsS Maqama Mahmuda has produced good performance from the School Improvement Program.

Download Full-text