A circle of research on disadvantaged schools, improvement and test-based accountability

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Heidi Huilla
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引用次数: 2

Abstract

This study analyses how studies on disadvantaged schools, improvement and test-based accountability relate to each other. The analysis covers 69 studies on disadvantaged schools reported in prestigious educational journals and conducted in 1995–2015. Educational policies related to evaluation and accountability define the official goals of schooling, and the aim in this article is to analyse how the chosen studies discuss these educational policies and understand school success and failure. The following questions were asked: What typologies related to test-based accountability can be constructed in research on disadvantaged schools? What understandings of good schools are embedded in the identified typologies? Disadvantaged schools are at the centre of improvement and therefore also the target of evaluative policy practices. The results show that research supports test-based accountability practices, and that critical studies on school improvement are in the minority.
一个关于弱势学校、改进和基于考试的问责制的研究圈
本研究分析了对弱势学校的研究、改进和基于测试的问责制之间的关系。该分析涵盖了1995-2015年在著名教育期刊上报道的69项关于弱势学校的研究。与评估和问责相关的教育政策定义了学校教育的官方目标,本文的目的是分析所选研究如何讨论这些教育政策,并了解学校的成功与失败。提出了以下问题:在对弱势学校的研究中,可以构建哪些与基于测试的问责制相关的类型?在已确定的类型学中,对好学校有哪些理解?弱势学校处于改善的中心,因此也是评价政策实践的目标。研究结果表明,研究支持基于测试的问责实践,而关于学校改进的批判性研究占少数。
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来源期刊
Improving Schools
Improving Schools EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.50
自引率
0.00%
发文量
4
期刊介绍: Improving Schools is for all those engaged in school development, whether improving schools in difficulty or making successful schools even better. The journal includes contributions from across the world with an increasingly international readership including teachers, heads, academics, education authority staff, inspectors and consultants. Improving Schools has created a forum for the exchange of ideas and experiences. Major national policies and initiatives have been evaluated, to share good practice and to highlight problems. The journal also reports on visits to successful schools in diverse contexts, and includes book reviews on a wide range of developmental issues.
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