Empowering Principals in Peer Review: The Value of an Empowerment Evaluation Approach for Educational Improvement
This chapter describes through the eyes of the participating principals the findings of a 3-year school peer-review research project conducted within the New South Wales government education system. The research compares an empowerment evaluation approach
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David Godfrey Editor
School Peer Review for Educational Improvement and Accountability Theory, Practice and Policy Implications
Accountability and Educational Improvement Series Editors Melanie Ehren, UCL Institute of Education, University College London, London, UK Katharina Maag Merki, Institut für Erziehungswissenschaft, Universität Zürich, Zürich, Switzerland
This book series intends to bring together an array of theoretical and empirical research into accountability systems, external and internal evaluation, educational improvement, and their impact on teaching, learning and achievement of the students in a multilevel context. The series will address how different types of accountability and evaluation systems (e.g. school inspections, test-based accountability, merit pay, internal evaluations, peer review) have an impact (both intended and unintended) on educational improvement, particularly of education systems, schools, and teachers. The series addresses questions on the impact of different types of evaluation and accountability systems on equal opportunities in education, school improvement and teaching and learning in the classroom, and methods to study these questions. Theoretical foundations of educational improvement, accountability and evaluation systems will specifically be addressed (e.g. principal-agent theory, rational choice theory, cybernetics, goal setting theory, institutionalisation) to enhance our understanding of the mechanisms and processes underlying improvement through different types of (both external and internal) evaluation and accountability systems, and the context in which different types of evaluation are effective. These topics will be relevant for researchers studying the effects of such systems as well as for both practitioners and policy-makers who are in charge of the design of evaluation systems. More information about this series at http://www.springer.com/series/13537
David Godfrey Editor
School Peer Review for Educational Improvement and Accountability Theory, Practice and Policy Implications
Editor David Godfrey UCL Institute of Education London, UK
ISSN 2509-3320 ISSN 2509-3339 (electronic) Accountability and Educational Improvement ISBN 978-3-030-48129-2 ISBN 978-3-030-48130-8 (eBook) https://doi.org/10.1007/978-3-030-48130-8 © Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and r
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