ERIC Number: ED546801
Record Type: Non-Journal
Publication Date: 2013
Reference Count: 87
School Self-Evaluation for School Improvement: What Works and Why?
Chapman, Christopher; Sammons, Pamela
CfBT Education Trust
The idea that schools can impact positively on student outcomes is a crucial driver in the rise of interest in school improvement research and practice. This review focuses on school self-evaluation for school improvement. School self-evaluation can be a fundamental force in achieving school improvement and this review establishes what the key debates are in relation to school self-evaluation, what principles and processes are associated with it, and what the implications are for school self-evaluation as a means of leading school improvement. The review also incorporates a framework for conducting self-evaluation and case study examples from systems and schools that have previously undergone the process. The following are appended: (1) A framework for self-evaluation; and (2) Examples of practice. Three case studies: a tale of two systems and one school.
Descriptors: Self Evaluation (Groups), Educational Improvement, Educational Change, Case Studies, Educational Research, School Effectiveness, Evaluation Methods
CfBT Education Trust. 60 Queens Road, Reading, RG1 4BS, England. Tel: +44-11-8902-1296; Fax: +44-11-8902-1895; e-mail: firstname.lastname@example.org; Web site: http://www.cfbt.com/research
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Authoring Institution: CfBT Education Trust (United Kingdom); University of Oxford (England), Department of Education; University of Glasgow (United Kingdom)