Browsing by Author "Faddar, J."
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- Introduction to Distributed Evaluation and Planning in European Schools. A Practitioner Toolkit for the Inclusion of Parents and Students in School Self Evaluation and PlanningPublication . Brown, Martin; Gardezi, S.; Cingir, S.; Pacheco Figueiredo, Maria; Faddar, J.; Kurum, Gül; Vanhoof, J.; McNamara, G.; Ramalho, H.; Skerritt, C.; O'Brien, S.; Rocha, JoãoThis toolkit is an outcome of a project entitled Making Meaning of Distributed Evaluation and Planning in Schools (DEAPS). The purpose of the project was to enhance the effectiveness of the School Self Evaluation (SSE)process that will have a more significant impact on school improvement by involving all stakeholders, including those who are traditionally marginalised and underrepresented. This participatory model of SSE, while conceptually robust, carries with it many practical challenges, in particular, that of multiple stakeholder involvement. Through this toolkit, school leaders will be provided with the tools to implement models for school evaluation that allow for greater engagement with key stakeholding groups – such as parents, students, teachers and management bodies – at all stages of the quality assurance process.
- Parent and student voice in evaluation and planning in schoolsPublication . Brown, M.; McNamara, G.; O'Brien, S.; Skerrit, C.; O'Hara, J.; Faddar, J.; Cinqir, S.; Vanhoof, J.; Figueiredo, Maria; Kurum, G.Current approaches to the regulation of schools in most jurisdictions tend to combine elements of external inspection with systems of internal self-evaluation. An increasingly important aspect of the theory and practice of both, but particularly the latter, revolves around the role of other actors, primarily parents and students, in the process. Using literature review and documentary analysis as the research method, this article explores the research literature from many countries around the concerns of schools and teachers about giving a more powerful voice to parents and pupils. Then, focusing on Ireland, this article tries to clarify three things, official policy concerning stakeholder voice in school self-evaluation and decision making, the efforts by schools to implement this policy and the response to date of school leaders and teachers to this rather changed environment. Using Hart’s ladder of genuine, as opposed to token, participation, it is argued that policy mandating parental and student involvement has evolved significantly, that schools have responded positively and that there is little evidence, as yet, of teacher concern or resistance. This response is explained by the low stakes and improvement-focused education environment; the controlled, structured and simplified nature of the self-evaluation process; and the limited extent of parental and student participation in decision making.