Table Of ContentAccountability and Educational Improvement
Melanie C.M. Ehren Editor
Methods and
Modalities of
Eff ective School
Inspections
Accountability and Educational Improvement
Series editors
Melanie C.M. Ehren , UCL Institute of Education , London , UK
Katharina Maag Merki , Institut für Erziehungswissenschaft , University of Zurich ,
Switzerland
More information about this series at h ttp://www.springer.com/series/13537
Melanie C.M. Ehren
Editor
Methods and Modalities
of Effective School
Inspections
Editor
Melanie C.M. Ehren
UCL Institute of Education
University College London
London , UK
Accountability and Educational Improvement
ISBN 978-3-319-31001-5 ISBN 978-3-319-31003-9 (eBook)
DOI 10.1007/978-3-319-31003-9
Library of Congress Control Number: 2016934206
© Springer International Publishing Switzerland 2016
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Contents
1 Introducing School Inspections ............................................................... 1
Melanie C.M. Ehren
1.1 Introduction ........................................................................................ 1
1.2 Defi ning School Inspections .............................................................. 2
1.2.1 Frequency of Visits: Cyclical Versus Proportionate
Models ................................................................................. 4
1.2.2 Consequences of School Inspections: Sanctions
Versus No Sanctions ............................................................ 6
1.2.3 Reporting: Inspection Systems with/Without
Public Reporting .................................................................. 7
1.3 Inspections in the Broader Context of Monitoring ............................ 8
1.4 Goals and Functions of School Inspections ....................................... 10
1.4.1 Control ................................................................................. 11
1.4.2 Improvement ........................................................................ 11
1.4.3 Liaison ................................................................................. 12
1.4.4 Confl icting Goals and Functions of School
Inspections ........................................................................... 13
1.5 Structure of the Book ......................................................................... 14
References ................................................................................................... 15
Part I Understanding School Inspection Frameworks
2 The Evidence Base for School Inspection Frameworks ........................ 19
Jaap Scheerens and Melanie C.M. Ehren
2.1 Introduction ........................................................................................ 19
2.1.1 Control of Input, Rules and Regulations ............................. 20
2.1.2 Evaluation and Support of Educational Processes ............... 20
2.1.3 Evaluation of School Output ................................................ 21
2.2 Fit for Purpose: School Effectiveness Modelling
and Three School Inspection Functions ............................................. 24
v
vi Contents
2.3 Identifi cation of Effectiveness Enhancing School Conditions;
Consensus Among Reviews ............................................................... 27
2.3.1 Less Consistency of Effect Sizes in Quantitative
Research Syntheses .............................................................. 28
2.4 A Closer Look at the Meaning of the Key Factors
in Educational Effectiveness .............................................................. 31
2.4.1 Achievement Orientation ..................................................... 31
2.4.2 Educational Leadership ....................................................... 31
2.4.3 Staff Cooperation, Cohesion and Consensus ....................... 32
2.4.4 Curriculum Quality and Opportunity to Learn .................... 32
2.4.5 School Climate ..................................................................... 32
2.4.6 Evaluation and Monitoring .................................................. 33
2.4.7 Parental Involvement ........................................................... 33
2.4.8 Classroom Climate ............................................................... 33
2.4.9 Effective Learning Time ...................................................... 34
2.4.10 Structured Teaching ............................................................. 34
2.4.11 Constructivist Teaching and Independent Learning ............ 34
2.4.12 Differentiation ...................................................................... 35
2.5 The Multi-facetted Nature of School Effectiveness
Enhancing Variables .......................................................................... 35
2.6 Analysing Inspection Frameworks .................................................... 36
References ................................................................................................... 45
3 Validation of Inspection Frameworks and Methods .............................. 47
Melanie C.M. Ehren and Marcus Pietsch
3.1 Introduction ........................................................................................ 47
3.2 Validity in the Context of School Inspections ................................... 49
3.3 Interpretation/Use Argument ............................................................. 50
3.4 Sources of Validity Evidence ............................................................. 53
3.4.1 Validity Evidence Based on Test Content ............................ 53
3.4.2 Validity Evidence Based on Relations
to Other Variables ................................................................ 55
3.4.3 Validity Evidence Based on Internal Structure .................... 56
3.4.4 Validity Evidence Based on Response Processes ................ 58
3.4.5 Validity Evidence Based on Consequences of Testing ........ 61
3.5 Challenges and Tensions in Inspection Frameworks,
Methods and Processes ...................................................................... 62
References ................................................................................................... 64
Part II The Current Evidence Base of School Inspection Research
4 School Inspections and School Improvement; the Current
Evidence Base ............................................................................................ 69
Melanie C.M. Ehren
4.1 Introduction ........................................................................................ 69
4.2 Effects of School Inspections ............................................................ 71
Contents vii
4.2.1 Refl ection on School Quality and Intentions to Improve .... 72
4.2.2 School Improvement ............................................................ 74
4.2.3 Improvement of Self-Evaluation .......................................... 76
4.2.4 Improved Student Achievement........................................... 78
4.2.5 No Effect .............................................................................. 79
4.3 Effects of School Inspections in Low and Middle
Income Countries ............................................................................... 80
References ................................................................................................... 82
5 Side Effects of School Inspection; Motivations and Contexts
for Strategic Responses ............................................................................. 87
Melanie C.M. Ehren , Karen Jones , and Jane Perryman
5.1 Introduction ........................................................................................ 88
5.2 Categories and Types of Unintended Consequences
of School Inspection .......................................................................... 88
5.2.1 Intended Strategic Behaviour ............................................... 89
5.2.2 Unintended Strategic Behaviour .......................................... 90
5.2.3 Other Unintended Consequences ......................................... 91
5.2.4 Unintended Consequences of High Stakes Testing ............. 93
5.3 An Example from England ................................................................ 96
5.3.1 Fabricating the Stage ........................................................... 99
5.3.2 Playing the Game ................................................................. 100
5.3.3 Resistance and Cynicism ..................................................... 100
5.4 Explaining Unintended Consequences .............................................. 102
References ................................................................................................... 106
6 Mechanisms and Contexts of Effective Inspections ............................... 111
Melanie C.M. Ehren
6.1 Introduction ........................................................................................ 111
6.2 Setting Expectations .......................................................................... 112
6.2.1 Coercive Isomorphism ......................................................... 114
6.2.2 Mimetic Isomorphism .......................................................... 116
6.2.3 Normative Pressures ............................................................ 118
6.2.4 Conditions of Isomorphic Change ....................................... 120
6.3 Inspection Feedback .......................................................................... 122
6.3.1 Evidence of Impact of Inspection Feedback ........................ 123
6.3.2 Conditions of Effective Feedback ........................................ 124
6.4 Capacity Building .............................................................................. 127
6.4.1 School Self-Evaluation ........................................................ 127
6.4.2 Professional Development ................................................... 128
6.5 Stakeholder Involvement ................................................................... 130
6.5.1 Voice .................................................................................... 131
6.5.2 Choice .................................................................................. 131
6.5.3 Exit ....................................................................................... 132
6.6 Logic of Change ................................................................................ 133
References ................................................................................................... 134
viii Contents
Part III Conclusion
7 Emerging Models of School Inspections; Shifting Roles
and Responsibilities .................................................................................. 143
Melanie C.M. Ehren
7.1 Introduction: Changing Landscapes .................................................. 143
7.1.1 England ................................................................................ 146
7.1.2 The Netherlands ................................................................... 147
7.1.3 Northern Ireland ................................................................... 148
7.1.4 Dysfunctional Networks and Accountability Concerns....... 148
7.2 Evaluating Network Effectiveness ..................................................... 150
7.2.1 Structural Contingency of Networks ................................... 151
7.2.2 Relational Contingency of Networks ................................... 152
7.3 Inspections of/in Education Networks ............................................... 155
7.3.1 Evaluation Methodology ...................................................... 155
7.3.2 Valuing and Judging ............................................................ 158
7.3.3 Use ....................................................................................... 162
7.4 Conclusion: Changing Roles and Responsibilities ............................ 164
References ................................................................................................... 167
Annexes ............................................................................................................ 171
Annex A ....................................................................................................... 171
Annex B ....................................................................................................... 174
Contributors
Melanie C.M. Ehren Reader in Educational Accountability and Improvement,
UCL Institute of Education, University College London , London , UK
Karen Jones CEM, Rowan House, Mountjoy Centre , Durham University ,
Durham , UK
Jane Perryman UCL Institute of Education , University College London ,
London , UK
Marcus Pietsch Institut für Bildungswissenschaft , Leuphana Universität Lüneburg ,
Lüneburg , Germany
Jaap Scheerens F aculteit der Gedragswetenschappen (GW) Afdeling OMD,
Universiteit Twente , Enschede , The Netherlands
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