School Improvement Through Performance Feedback
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accountability
achievement
Category=JNA
Category=JNK
Coeducational Classes
data
East Baton Rouge Parish
EBR Title
Education Authorities
educational assessment
educational data analysis
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Feed Back Information
Feedback
Gat
Inform School Choice
international school feedback systems
Jth School
Lea Officer
monitoring
National Curriculum Test Results
official
Official Accountability Systems
organisational change in schools
Performance Feedback Data
performance indicators
Play Things
professional
Professional Monitoring System
Pupil Monitoring System
purposes
school accountability
School Achievement Indicator Programme
School Improvement
School Improvement Purposes
School Level Residual
School Performance Feedback
School Quality Indicators
self-evaluation methods
SPFS
staff
student
Student Rating Feedback
system
Teacher Professional Development Practices
Product details
- ISBN 9780415432238
- Weight: 520g
- Dimensions: 156 x 234mm
- Publication Date: 01 Feb 2007
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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Internationally there is an increasing trend to publish and feed back information to schools and teachers on their functioning. School improvement is often the central goal, though accountability and the promotion of parental/student school choice also play an important role.Practical initiatives and research in this field have often failed to recognize the full complexity of improving schools through school performance feedback. Relevant questions are, for example, to what extent: the information fed back to schools is valued and understood by them; the school performance feedback enables appropriate diagnosis and remediation to take place in schools; the use of the feedback generates conflicts and tensions for teachers and administrators; the features of the implementation process and school organization influence the utilization of school performance feedback systems; schools do actually improve as a result of performance feedback; and the feedback systems have unintended effects.
This book fills the gap by including: a thorough conceptualization of school feedback as a performance enhancing mechanism, and the prerequisites for utilizing this information in schools; a typology of school performance indicators; a review of the research on the impact of feeding back performance information to individuals and to organizations; evidence on the process, problems and impact of school performance feedback from an international variety of contexts (Australia, the Netherlands, United Kingdom, USA); and reflections on these experiences within the theoretical framework, leading to recommended strategies for school improvement through performance feedback.
