School governing in transition?: Perspectives, Purposes and Perceptions of Evaluation Policy
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oslo
University of Oslo, Fac. of Education, Unipub.
2009
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Zugl.: Oslo, Univ., Diss., 2009 |
| Beschreibung: | XII, 213, 12 S. graph. Darst. |
Internformat
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Datensatz im Suchindex
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| adam_text | IMAGE 1
TABLE OF CONTENTS
ACKNOWLEDGEMENTS V
CHAPTER I INTRODUCTION I
1.1 BACKGROUND 2
1.2 AIMS 3
1.3 RESEARCH QUESTIONS 6
1.4 THE RESEARCH PROCESS 8
1.5 AN OUTLINE OFTHE THESIS 9
CHAPTER 2 CHARACTERISTICS OFTHE NORWEGIAN EDUCATION POLICY CONTEXT 11
2.1 STRUCTURE AND ORGANISATION OF COMPULSORY EDUCATION 11
2.2 A COMPREHENSIVE EDUCATION SYSTEM 13
2.3 CENTRALISATION AND DECENTRALISATION 15
2.4 THE RESTRUCTURING OF PUBLIC SECTOR AND SOME CONSEQUENCES FOR
EDUCATION 18
2.5 THE DEVELOPMENT OFA NATIONAL EVALUATION SYSTEM 21
2.6 INTERNATIONAL AND TRANSNATIONAL INFLUENCES 25
2.7 SUMMARY 27
CHAPTER 3 THEORETICAL PERSPECTIVES: POLICY INSTRUMENTS USED TO GOVERN
SCHOOLS 29
3.1 FRAMEWORKS TO DESCRIBE AND ANALYSE THE CHANGES IN GOVERNING
STRUCTURES AND PROCESSES 30
3.2 POLICY INSTRUMENTS AS THE FOCAL POINT TO STUDY EDUCATION POLICIES 39
3.3 TYPOLOGIES OFPOLICY INSTRUMENTS 41
3.4 ALTERNATIVE CONCEPTS 45
3.5 SCHOOL GOVEMING AND ACCOUNTABILITY 51
3.6 PROCESSES OF ACCOUNTABILITY AS A REFLEXIVE PRACTICE? 54
3.7 SUMMARY 60
CHAPTER 4 THE RESEARCH PROCESS AND METHODOLOGICAL REFLECTIONS 62
4.1 DIFFERENT ACTIVITIES AND PHASES OF THE RESEARCH PROCESS 63
4.2 A REFLECTIVE RESEARCH MODE 66
4.3 CONSTRUCTING MEANING THROUGH INTERPRETATIONS 68
IX
IMAGE 2
4.4 ANALYSIS OF POLICY TEXTS 71
4.4.1 ANALYTICAL APPROACH 71
4.4.2 OVERVIEW OFKEY POLICY DOCUMENTS 73
4.5 THE ANALYSIS OFTHE SURVEY DATA 76
4.5.1 THE DESIGN OFTHE QUESTIONNAIRE 77
4.5.2 UNDERLYING THEORETICAL PERSPECTIVES 79
4.5.3 SAMPLING PROCEDURES 83
4.5.4 STRUCTURAL EQUATION MODELING AS AN ANALYTICAL TECHNIQUE 85
4.5.5 THE MODELING: DEDUCTIVE, INDUCTIVE AND ABDUCTIVE ELEMENTS 87
4.6 SUMMARY 92
CHAPTER 5 POLICY PURPOSES: THE ANALYSIS OFPOLICY TEXTS 94
5.1 THE COMPREHENSIVE NATIONAL EVALUATION SYSTEM 95
5.1.1 THE COMPONENTS OFTHE NATIONAL EVALUATION SYSTEM 96
5.2.5 POLICY PURPOSES AND THE IMPROVEMENT AGENDA 99
5.1.3 POLICY PURPOSES AND ASPECTS RELATED TO COMPARABILITY 103
5.1.4 SUMMARY 106
5.2 BACKWARDS TRACING OF IDEAS AND ARGUMENTS 107
5.2.1
5.2.2
5.2.3
5.2.4
5.2.5
5.2.6
5.2.7
CHAPTER 6
INTRODUCING A SYSTEM SHIFT IN THE NATIONAL EDUCATIONAL POLICY 107
INCREASED EMPHASIS ON DEFINING EDUCATIONAL QUALITY IN TERMS OF STUDENT
OUTCOMES 113
ANATIONAL STRATEGY FOR EVALUATION AND QUALITY DEVELOPMENT.. 119
A PROPOSAL FOR A NATIONAL EVALUATION SYSTEM FOR COMPREHENSIVE EDUCATION
123
INSTRUCTIONS WITH REGARD TO DOCUMENT AND ENSURE EDUCATIONAL QUALITY 126
PREPARING THE FOUNDATION FOR A NATIONAL EVALUATION SYSTEM 128
SUMMARY 132
THE PRINCIPALS PERCEPTIONS: THE ANALYSIS OF SURVEYDATA 136
6.1 THE ROLE OFTHE PRINCIPAL IN TRANSITION 136
6.2 CHARACTERISTICS OFTHE PRINCIPALS 138
6.2.1 BACKGROUND VARIABLES 139
6.2.2 THE NORWEGIAN PRINCIPALS AND THEIR WORKING CONDITIONS 142
6.3 THE PRESENTATION OFFINDINGS 146
6.3.1 THE PRINCIPALS PERCEPTIONS OF EVALUATION AND THE USE OF
EVALUATION TOOLS 146
X
IMAGE 3
6.3.2 PRINCIPALS PERCEPTIONS OFCHANGES OFSCHOOL PRACTICE 149
6.3.3 THE PRINCIPALS PERCEPTIONS OF ACCOUNTABILITY 151
6.3.4 PRINCIPALS PERCEPTIONS OFTENSIONS AND DILEMMAS 152
6.3.5 SUMMARY 155
6.4 CONSTRUCTING CFA MODELS 156
6.4.1 THE EVALUATION MODEL 157
6.4.2 THE EVALUATION TOOL MODEL 158
6.4.3 THE TENSION AND DILEMMA MODEL 161
6.5 MODELS FOCUSING ON INTERRELATIONS BETWEEN LATENT AND MANIFEST
VARIABLES 163
6.5.1 THE JOINT MODEL OF1ATENT VARIABLES 164
6.5.2 UNDERSTANDING CHANGES OFSCHOOL PRACTICE RELATED TO EVALUATION AND
LEADERSHIP DILEMMAS 169
6.5.3 UNDERSTANDING ACCOUNTABILITY RELATED TO EVALUATION AND LEADERSHIP
DILEMMAS 171
6.6 SUMMARY 173
CHAPTER 7 SUMMING UP AND CONCLUSIONS 175
7.1 THE RELATIONSHIPS BETWEEN POLICY INSTRUMENTS AND GOVERNING PROCESSES
176
7.2 PURPOSES OF EVALUATION TOOLS 178
7.3 ARGUMENTS FOR ESTABLISHING A NATIONAL EVALUATION SYSTEM 179
7.4 PRINCIPALS PERCEPTIONS AND RESPONSES TO EVALUATION PROCEDURES 181
7.5 MODES OFREGULATION 182
7.6 TENSIONS AND AMBIGUITIES IN GOVERNING PROCESSES 187
7.7 WHAT CHARACTERISES THE TRANSFORMATION OF SCHOOL GOVEMING? 189
7.8 IMPLICATIONS FOR POLICY AND FUTURE RESEARCH 191
REFERENCES 193
LIST OF FIGURES 211
LIST OF TABLES 212
APPENDIX 1 THE QUESTIONNAIRE FOR THE NORWEGIAN PRINCIPAL SURVEY APPENDIX
2 OVERVIEW OFTHE SURVEY ITEMS USED IN THE ANALYSIS
XI
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| title | School governing in transition? Perspectives, Purposes and Perceptions of Evaluation Policy |
| title_auth | School governing in transition? Perspectives, Purposes and Perceptions of Evaluation Policy |
| title_exact_search | School governing in transition? Perspectives, Purposes and Perceptions of Evaluation Policy |
| title_full | School governing in transition? Perspectives, Purposes and Perceptions of Evaluation Policy Guri Skedsmo |
| title_fullStr | School governing in transition? Perspectives, Purposes and Perceptions of Evaluation Policy Guri Skedsmo |
| title_full_unstemmed | School governing in transition? Perspectives, Purposes and Perceptions of Evaluation Policy Guri Skedsmo |
| title_short | School governing in transition? |
| title_sort | school governing in transition perspectives purposes and perceptions of evaluation policy |
| title_sub | Perspectives, Purposes and Perceptions of Evaluation Policy |
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