ERIC Number: ED348397
Record Type: Non-Journal
Publication Date: 1992-Apr
Reference Count: N/A
Collaborative School-Based Curriculum Evaluation: A Model in Action. Draft.
Ackland, John W.
This paper describes an ongoing program of collaborative school evaluation that involves student teachers, teachers, local authority representatives, and university teachers/researchers working in partnership in schools across a region in southwest England. Focus is on showing ways in which collaborative school evaluation, based on an action research model, can be seen as a strategy for policy articulation, policy change, curriculum development, and the generation of change in schools. The evaluation model was based on reflection by teachers and student teachers and critical inquiry at the institutional and classroom levels. The evaluation involved groups of up to 12 student teachers working with university tutors and teachers in schools. This paper is based on eight evaluations completed during 1990-91 involving two colleges of further education, five coeducational comprehensive schools (community colleges), and one coeducational secondary modern school. All of the evaluations related to students aged 14 through 18 years old. Focus was on the teachers' participation in the collaborative evaluation process and changes in their perceptions about the nature of school evaluation, classroom practice, and whole school issues. The program helped generate a climate of change in which curriculum development and participation in policy implementation became a reality. Twenty-two references are included. (RLC)
Descriptors: Action Research, College School Cooperation, Curriculum Evaluation, Evaluation Methods, Foreign Countries, Formative Evaluation, Higher Education, Models, Participative Decision Making, Professors, School Districts, Secondary Education, Secondary School Teachers, Self Evaluation (Groups), Student Teachers, Teacher Role, Teamwork
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)