为被接受而奋斗——在德国维持外部学校评价制度

IF 0.9 3区 历史学 Q1 HISTORY
Anne Piezunka
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引用次数: 12

摘要

《德国社会稳定的奋斗》[j]。在教育领域,基于标准化指标的评价在确定循证法规方面发挥着重要作用。为了在政策领域内产生影响,基于标准化指标的评价必须制度化。然而,对于行为人将其程序制度化所采用的策略以及这些策略是否成功,我们知之甚少。本文探讨了德国学校督察员作为一个机构使用基于标准化指标的外部评估的策略。本文借鉴了教育治理研究和制度工作。通过对学校督查人员进行专家访谈,我展示了哪些策略可以提高学校代表的接受度。可以确定两种策略:学校检查员试图做出较少的判断,并专注于描述他们所观察到的情况(策略一),学校检查员在制定学校期望时给予学校代表更大的发言权(策略二)。从治理的角度来看,这些策略意味着学校代表被视为平等的合作伙伴。这也意味着学校代表不必放弃任何自主权,这也是学校督查制度化的必要条件
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Struggle for Acceptance - Maintaining External School Evaluation as an Institution in Germany
»Kampf um Anerkennung Die Stabilisierung externer Schulinspektionen als Institution in Deutschland«. In the educational field, evaluations based on standardised indicators play a major role in the determination of evidence-based regulations. To have an effect within a policy field, evaluations based on standardised indicators have to become institutionalised. Nevertheless, very little is known about the strategies that actors apply to institutionalise their procedure and whether these strategies are successful. This paper explores the strategies that German school inspectorates use to maintain external evaluations based on standardised indicators as an institution. The paper draws on educational governance research and institutional work. By conducting expert interviews with staff members of school inspectorates, I show which strategies are used to increase the acceptance by school representatives. Two strategies can be identified: school inspectors try to make less judgements and focus on descriptions of what they have observed (strategy I), and school inspectors give school representatives a greater say when formulating expectations for schools (strategy II). From a governance perspective, these strategies mean that school representatives are perceived as equal partners. They also imply that school representatives do not have to give up any of their autonomy, which is also a necessary condition for the institutionalisation of school inspec-
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CiteScore
2.30
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