11 SES 07, Evidence-based Governance of Schooling: How Actors at School-level Recontextualize New Governance Instruments
In order to promote quality assurance and quality improvement in schools, most European countries introduced instruments supporting the idea of evidence-based policy (such as e.g. school inspections, educational standards and annual comparative student assessment) in order to enhance the quality of the educational system. According to the idea of this evidence-based policy, goals have to be communicated more explicitly, goals achievement has to be measured more rigorously, and feedback data (i.e. of student assessment) has to be communicated back to actors on all levels of the school system to provide information and motivational stimuli for quality improvement. In order to make this rationale work, re-contextualisation processes are necessary (Fend, 2006). Actors on all levels of schooling have to understand both, the goals and the performance feedback and have to know how to translate them into practical action on their respective level.
Empirical research has revealed that the new governance instruments do not always quickly produce these effects they were propagated for (see e.g. for school inspections Husfeldt 2011; for feedback of performance data Altrichter, Moosbrugger & Zuber, 2016). There is only a small percentage of teachers reporting data use (20% - 50 %) for school improvement (i.e. Demski, van Ackeren & Clausen, 2016). Even though teachers report positive attitude towards data feedback (Bonsen, Büchter & Peek, 2006), it seems hard for them to translate feedback data into constructive teaching improvement measures (Peek, 2006). Usually, their focus is put on repeating contents, slight changes in interaction (Groß Ophoff, 2013) and training test formats (Maier, 2006; Hosenfeld & Groß Ophoff, 2007). There are hardly any reports on more thorough innovations in teaching (Groß Ophoff, 2013). However, communication between members of the school seemed to increase and became more professional (Schildkamp, 2007).
An explanation for the generally inconclusive results is that to date there is only little knowledge of actual (long term) processes of appropriating and using these new instruments on the operative levels of schooling, in schools and classrooms (see e.g. Husfeldt, 2011).
This symposium aims at analyzing some of these processes on school level in different countries and under different work conditions aiming for a better understanding of recontextualisation processes when using new governance-instruments.
Altrichter, H., Moosbrugger, R. & Zuber, J. (2016). Schul- und Unterrichtsentwicklung durch Datenrückmeldung. In H. Altrichter & K. Maag Merki (Hrsg.), Handbuch Neue Steuerung im Schulsystem (2. Auflage, S. 235-277). Wiesbaden: Springer VS. Demski, D., Ackeren, I. van, & Clausen, M. (2016): Zum Zusammenhang von Schulkultur und evidenzbasiertem Handeln – Befunde einer Erhebung mit dem „Organisational Culture Assessment Instrument“. In O. Zlatkin-Troitschanskaia, (Hrsg.), Evidence-based Actions within the Multilevel System of Schools. Requirements, Processes, and Effects, Special Issue, Journal for Educational Research Online. Fend, H. (2006). Neue Theorie der Schule. Wiesbaden: VS. Groß Ophoff, J. (2013). Lernstandserhebungen: Reflexion und Nutzung. Münster: Waxmann. Hosenfeld, I., & Groß Ophoff, J. (2007). Nutzung und Nutzen von Evaluationsstudien in Schule und Unterricht. Empirische Pädagogik, 21, 352-367. Husfeldt, V. (2011). Wirkungen und Wirksamkeit der externen Schulevaluation. Zeitschrift für Erziehungswissenschaft 14(2), 259-282. Maier, U. (2006). Können Vergleichsarbeiten einen Beitrag zur Schulentwicklung leisten? Journal für Schulentwicklung, 10(4), 20–28. Peek, R. (2006). Dateninduzierte Schulentwicklung. In H. Buchen, & H.-G. Rolff (Hrsg.), Professionswissen Schulleitung (S. 1343-1366). Weinheim: Beltz. Schildkamp, K., & Ehren, M.C.M. (2012). From “Intuition”- to “Data”-based Decision Making in Dutch Secondary Schools? In K. Schildkamp, M. Lai, & L. Earl (eds.), Data-based Decision Making in Education: Challenges and Opportunities (p. 49-67). Dordrecht: Springer
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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