A Developmental and Negotiated Approach to School Self-Evaluation: Volume 14

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(27 chapters)

A developmental and negotiated approach to school self-evaluation

Page i

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Advances in program evaluation

Page ii

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A Developmental and Negotiated Approach to School Self-evaluation

Page iii

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Citation: (2013), "A Developmental and Negotiated Approach to School Self-evaluation", Lai, M. and Kushner, S. (Ed.) A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, p. iii. https://doi.org/10.1108/S1474-7863(2013)0000014022

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Copyright Page

Page iv

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List of contributors

Pages ix-x

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Preface: Walking backwards into the future

Pages xi-xvii

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Enhancing the quality of education through school self-evaluation

Pages 1-18

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Citation: Simons, H. (2013), "Enhancing the quality of education through school self-evaluation", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 1-18. https://doi.org/10.1108/S1474-7863(2013)0000014001

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Introduction to the New Zealand case

Pages 21-22

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The New Zealand educational context: Evaluation and self-review in a self-managing system

Pages 23-38

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Citation: Timperley, H.S. (2013), "The New Zealand educational context: Evaluation and self-review in a self-managing system", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 23-38. https://doi.org/10.1108/S1474-7863(2013)0000014002

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AsTTle – A national testing system for formative assessment: How the national testing policy ended up helping schools and teachers

Pages 39-56

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Citation: Brown, G.T.L. (2014), "AsTTle – A national testing system for formative assessment: How the national testing policy ended up helping schools and teachers", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 39-56. https://doi.org/10.1108/S1474-7863(2013)0000014003

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A thousand flowers blooming: The implications of school self-review for policy developers

Pages 57-72

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Citation: Lai, M. (2014), "A thousand flowers blooming: The implications of school self-review for policy developers", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 57-72. https://doi.org/10.1108/S1474-7863(2013)0000014004

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Evaluation in effective research-practice partnerships

Pages 73-88

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Citation: McNaughton, S., Lai, M., Jesson, R. and Wilson, A. (2013), "Evaluation in effective research-practice partnerships", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 73-88. https://doi.org/10.1108/S1474-7863(2013)0000014005

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Introduction to the education review office chapters

Pages 89-90

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Developing a conceptual framework for school review

Pages 91-107

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Changing the professional culture of school review: The inside story of ERO

Pages 109-125

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Citation: Brough, S. and Tracey, S. (2013), "Changing the professional culture of school review: The inside story of ERO", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 109-125. https://doi.org/10.1108/S1474-7863(2013)0000014007

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Evaluation as a double-edged sword: Building schools’ evaluative capability while evaluating their efforts in raising achievement

Pages 127-145

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Citation: Parr, J.M. and Timperley, H.S. (2013), "Evaluation as a double-edged sword: Building schools’ evaluative capability while evaluating their efforts in raising achievement", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 127-145. https://doi.org/10.1108/S1474-7863(2013)0000014008

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Leaders’ use of classroom evidence to understand, evaluate and reform schooling for indigenous students

Pages 147-161

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Citation: Berryman, M. (2013), "Leaders’ use of classroom evidence to understand, evaluate and reform schooling for indigenous students", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 147-161. https://doi.org/10.1108/S1474-7863(2013)0000014009

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School improvement through theory engagement

Pages 163-177

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Citation: Robinson, V.M.J. and Timperley, H.S. (2013), "School improvement through theory engagement", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 163-177. https://doi.org/10.1108/S1474-7863(2013)0000014010

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Looking forward: Evaluation in New Zealand education

Pages 179-193

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New Zealand style school review: A view from outside

Pages 195-206

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Citation: Ryan, K.E. and Timmer, J. (2013), "New Zealand style school review: A view from outside", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 195-206. https://doi.org/10.1108/S1474-7863(2013)0000014012

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An Introduction to International Contrasts

Pages 209-211

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School self-evaluation in the longer time scale. Experiences from a small Scandinavian state

Pages 213-232

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Citation: Sjøbakken, O.J. and Dobson, S. (2013), "School self-evaluation in the longer time scale. Experiences from a small Scandinavian state", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 213-232. https://doi.org/10.1108/S1474-7863(2013)0000014013

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Data-centered school self-evaluation in the Netherlands: Characteristics and prerequisites

Pages 233-252

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Citation: Schildkamp, K. and Visscher, A. (2014), "Data-centered school self-evaluation in the Netherlands: Characteristics and prerequisites", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 233-252. https://doi.org/10.1108/S1474-7863(2013)0000014014

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Exploring the possibilities and methodological challenges of evaluation practice: A democratic question

Pages 253-273

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Citation: Klenowski, V. and Woods, A. (2013), "Exploring the possibilities and methodological challenges of evaluation practice: A democratic question", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 253-273. https://doi.org/10.1108/S1474-7863(2013)0000014015

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Judging and explaining the quality of school self-evaluations: Indicators and findings on meta-evaluation from a Flemish perspective

Pages 275-291

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Citation: Vanhoof, J. and Van Petegem, P. (2013), "Judging and explaining the quality of school self-evaluations: Indicators and findings on meta-evaluation from a Flemish perspective", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 275-291. https://doi.org/10.1108/S1474-7863(2013)0000014016

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About the Editors

Page 293

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About the Authors

Pages 295-300

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DOI: 10.1108/S1474-7863(2013)14
Publication date
Book series: Advances in Program Evaluation
Series copyright holder: Emerald Publishing Limited
Book series ISSN: 1474-7863

A Developmental and Negotiated Approach to School Self-Evaluation: Volume 14

Table of contents

A developmental and negotiated approach to school self-evaluation

Advances in program evaluation

A Developmental and Negotiated Approach to School Self-evaluation

Copyright Page

List of contributors

Preface: Walking backwards into the future

Enhancing the quality of education through school self-evaluation

Introduction to the New Zealand case

The New Zealand educational context: Evaluation and self-review in a self-managing system

AsTTle – A national testing system for formative assessment: How the national testing policy ended up helping schools and teachers

A thousand flowers blooming: The implications of school self-review for policy developers

Evaluation in effective research-practice partnerships

Introduction to the education review office chapters

Developing a conceptual framework for school review

Changing the professional culture of school review: The inside story of ERO

Evaluation as a double-edged sword: Building schools’ evaluative capability while evaluating their efforts in raising achievement

Leaders’ use of classroom evidence to understand, evaluate and reform schooling for indigenous students

School improvement through theory engagement

Looking forward: Evaluation in New Zealand education

New Zealand style school review: A view from outside

An Introduction to International Contrasts

School self-evaluation in the longer time scale. Experiences from a small Scandinavian state

Data-centered school self-evaluation in the Netherlands: Characteristics and prerequisites

Exploring the possibilities and methodological challenges of evaluation practice: A democratic question

Judging and explaining the quality of school self-evaluations: Indicators and findings on meta-evaluation from a Flemish perspective

About the Editors

About the Authors

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