Drivers for student and parent voice in school self-evaluation activities A cross-country analysis of Flanders (Belgium), Ireland and Portugal

Faddar J., Vanhoof J., Brown M., Figuereido M., ÇINKIR Ş., O'Hara J., ...Daha Fazla

STUDIES IN EDUCATIONAL EVALUATION, cilt.71, 2021 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 71
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1016/j.stueduc.2021.101067
  • Dergi Adı: STUDIES IN EDUCATIONAL EVALUATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA)
  • Anahtar Kelimeler: Student voice, Parent voice, School self-evaluation, Quality assurance, Educational evaluation, TEACHERS, PERCEPTIONS, INVOLVEMENT, ELEMENTARY, ATTITUDES, EDUCATION
  • Ankara Üniversitesi Adresli: Evet

Özet

School self-evaluation (SSE) has become a key strategy in terms of safeguarding educational quality. In order to reach its full potential, it is argued that parents and students should be given a role in an SSE process, as they can help understand the complex environment in which schools operate. However, little is known about how different education systems include parent and student voice in SSE activities, and what driving factors at the individual, system and organisational level can foster this. This study reports on an international survey among school management team members in Flanders (Belgium), Ireland and Portugal. The results show statistically significant differences between countries in terms of parent and student voice in SSE. In particular, driving factors at the system and organisational level are found to explain differences in parent and student voice inclusion in SSE. The paper discusses the implications for researchers, policymakers, and the field of practice.