Examines the role of the school inspector within the inspection process, offering valuable insights into the politics of inspection policy implementation
Provides a valuable contribution to our understanding of the ways in which inspectors influence the execution of inspection policy
Explores several accountability regimes throughout OECD member states and how these regimes play out operationally within different cultural and policy contexts
Examines the role of international drivers such as PISA and their impact on the changing role of inspection in OECD member states
This book examines the role of the inspector within the context of a number of OECD member states and explores the ways in which the inspectors themselves interpret, implement and influence inspection practices and policy.
Inspection policy can have various unintended consequences, some of which produce radical discrepancies between the policy intent and its implementation. A number of these discrepancies derive from the way in which the policy is articulated while others derive from the ways in which inspectors interpret and operationalise this policy. This implementation is coloured and conditioned by several factors, including the evidence on which inspectors base their judgements; what counts as evidence in different policy contexts; what counts as valid knowledge in inspection processes; the qualities needed by inspectors working in differing policy contexts and the identities that they adopt in order to successfully carry out their work.
The book provides a valuable contribution to our understanding of the politics and practices which colour and shape the legitimacy and operational execution of inspection policy. The work is unique in its focus on the inspectors´ role within the implementation of the inspection process— an element often overlooked in the literature. It also includes two chapters co-written by inspectors, offering unique insights into their life worlds and identities.
1. School Inspectors as Policy Implementers: Influences and Activities; Jacqueline Baxter.- 2. Changing Policies – Changing Inspection Practices? Or the Other Way Round? Kathrin Dedering and Moritz G. Sowada.- 3. Different Systems, Different Identities: The Work of Inspectors in Sweden and England; Jacqueline Baxter and Agneta Hult.- 4. Inspectors and the Process of Self-Evaluation in Ireland; Martin Brown, Gerry McNamara, Joe O´Hara and Shivaun O´Brien.- 5. Feedback by Dutch Inspectors to Schools; Marjoleine Dobbelaer, David Godfrey and Herman Franssen.- 6. Making a Difference? The Voices of School Inspectors and Managers in Sweden; Agneta Hult and Christina Segerholm.- 7. Headteachers Who also Inspect: Practitioner Inspectors in England; Henry Moreton, Mark Boylan and Tim Simkins.- 8. Knowing Inspectors´ Knowledge: Forms and Transformations; Joakim Lindgren and Linda Rönnberg..- 9. Framing the Debate: Influencing Public Opinion of Inspection, Inspectors and Academy Policy: The Role of the Media; Jacqueline Baxter.- 10. The Short Flourishing of an Inspection System; Herbert Altrichter.- 11. What Stated Aims Should School Inspection Pursue? - Views of Inspectors, Policy-makers and Practitioners; Maarten Penninckx and Jan Vanhoof.- 12. School Inspectors: Shaping and Evolving Policy Understandings; Jacqueline Baxter.
This book examines the role of the inspector within the context of a number of OECD member states and explores the ways in which the inspectors themselves interpret, implement and influence inspection practices and policy.
Inspection policy can have various unintended consequences, some of which produce radical discrepancies between the policy intent and its implementation. A number of these discrepancies derive from the way in which the policy is articulated while others derive from the ways in which inspectors interpret and operationalise this policy. This implementation is coloured and conditioned by several factors, including the evidence on which inspectors base their judgements; what counts as evidence in different policy contexts; what counts as valid knowledge in inspection processes; the qualities needed by inspectors working in differing policy contexts and the identities that they adopt in order to successfully carry out their work.
The book provides a valuable contribution to our understanding of the politics and practices which colour and shape the legitimacy and operational execution of inspection policy. The work is unique in its focus on the inspectors' role within the implementation of the inspection process- an element often overlooked in the literature. It also includes two chapters co-written by inspectors, offering unique insights into their life worlds and identities.
1. School Inspectors as Policy Implementers: Influences and Activities.- 2. Changing Policies - Changing Inspection Practices? Or the Other Way Round? - 3. Different Systems, Different Identities: The Work of Inspectors in Sweden and England.- 4. Inspectors and the Process of Self-Evaluation in Ireland.-5. Feedback by Dutch Inspectors to Schools.- 6. Making a Difference? The Voices of School Inspectors and Managers in Sweden.- 7. Headteachers Who also Inspect: Practitioner Inspectors in England.- 8. Knowing Inspectors' Knowledge: Forms and Transformations.- 9. Framing the Debate: Influencing Public Opinion of Inspection, Inspectors and Academy Policy: The Role of the Media.- 10. The Short Flourishing of an Inspection System.- 11. What Stated Aims Should School Inspection Pursue? - Views of Inspectors, Policy-makers and Practitioners.- 12. School Inspectors: Shaping and Evolving Policy Understandings.
Inhaltsverzeichnis
1. School Inspectors as Policy Implementers: Influences and Activities; Jacqueline Baxter.-
2. Changing Policies - Changing Inspection Practices? Or the Other Way Round? Kathrin Dedering and Moritz G. Sowada.-
3. Different Systems, Different Identities: The Work of Inspectors in Sweden and England; Jacqueline Baxter and Agneta Hult.-
4. Inspectors and the Process of Self-Evaluation in Ireland; Martin Brown, Gerry McNamara, Joe O'Hara and Shivaun O'Brien.-
5. Feedback by Dutch Inspectors to Schools; Marjoleine Dobbelaer, David Godfrey and Herman Franssen.-
6. Making a Difference? The Voices of School Inspectors and Managers in Sweden; Agneta Hult and Christina Segerholm.-
7. Headteachers Who also Inspect: Practitioner Inspectors in England; Henry Moreton, Mark Boylan and Tim Simkins.- 8. Knowing Inspectors' Knowledge: Forms and Transformations; Joakim Lindgren and Linda Rönnberg..- 9. Framing the Debate: Influencing Public Opinion of Inspection, Inspectors and Academy Policy: The Role of the Media; Jacqueline Baxter.-
10. The Short Flourishing of an Inspection System; Herbert Altrichter.-
11. What Stated Aims Should School Inspection Pursue? - Views of Inspectors, Policy-makers and Practitioners; Maarten Penninckx and Jan Vanhoof.-
12. School Inspectors: Shaping and Evolving Policy Understandings; Jacqueline Baxter.
Klappentext
This book examines the role of the inspector within the context of a number of OECD member states and explores the ways in which the inspectors themselves interpret, implement and influence inspection practices and policy. Inspection policy can have various unintended consequences, some of which produce radical discrepancies between the policy intent and its implementation. A number of these discrepancies derive from the way in which the policy is articulated while others derive from the ways in which inspectors interpret and operationalise this policy. This implementation is coloured and conditioned by several factors, including the evidence on which inspectors base their judgements; what counts as evidence in different policy contexts; what counts as valid knowledge in inspection processes; the qualities needed by inspectors working in differing policy contexts and the identities that they adopt in order to successfully carry out their work.
The book provides a valuable contribution to our understanding of the politics and practices which colour and shape the legitimacy and operational execution of inspection policy. The work is unique in its focus on the inspectors' role within the implementation of the inspection process- an element often overlooked in the literature. It also includes two chapters co-written by inspectors, offering unique insights into their life worlds and identities.
Examines the role of the school inspector within the inspection process, offering valuable insights into the politics of inspection policy implementation
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Provides a valuable contribution to our understanding of the ways in which inspectors influence the execution of inspection policy
rn
Explores several accountability regimes throughout OECD member states and how these regimes play out operationally within different cultural and policy contexts
rn
Examines the role of international drivers such as PISA and their impact on the changing role of inspection in OECD member states
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Includes supplementary material: sn.pub/extras
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