Drivers for Student and Parent Voice in School Self-Evaluation Activities. A cross-country analysis of Flanders (Belgium), Ireland and Portugal

School self-evaluation (SSE) has become a key strategy in terms of safeguarding educational quality. In order to reach its full potential, it is argued that parents and students should be given a role in an SSE process, as they can help understand the complex environment in which schools operate. However, little is known about how different education systems include parent and student voice in SSE activities, and what driving factors at the individual, system and organisational level can foster this. This study reports on an international survey among school management team members in Flanders... Mehr ...

Verfasser: Faddar, Jerich
Vanhoof, Jan
Brown, Martin
Figueiredo, Maria Pacheco
Cinkir, Sakir
O'Hara, Joe
McNamara, Gerry
Dokumenttyp: Artikel
Erscheinungsdatum: 2021
Schlagwörter: Student voice / Parent voice / School self-evaluation / Quality assurance / Educational evaluation / Autoavaliação de escolas / Participação de pais / Participação de estudantes
Sprache: Englisch
Permalink: https://search.fid-benelux.de/Record/base-29055214
Datenquelle: BASE; Originalkatalog
Powered By: BASE
Link(s) : http://hdl.handle.net/10400.19/6878

School self-evaluation (SSE) has become a key strategy in terms of safeguarding educational quality. In order to reach its full potential, it is argued that parents and students should be given a role in an SSE process, as they can help understand the complex environment in which schools operate. However, little is known about how different education systems include parent and student voice in SSE activities, and what driving factors at the individual, system and organisational level can foster this. This study reports on an international survey among school management team members in Flanders (Belgium), Ireland and Portugal. The results show statistically significant differences between countries in terms of parent and student voice in SSE. In particular, driving factors at the system and organisational level are found to explain differences in parent and student voice inclusion in SSE. The paper discusses the implications for researchers, policymakers, and the field of practice. ; info:eu-repo/semantics/publishedVersion