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Table of Contents
Contributors; Chapter 1: Introducing School Inspections; 1.1 Introduction; 1.2 Defining School Inspections; 1.2.1 Frequency of Visits: Cyclical Versus Proportionate Models; 1.2.2 Consequences of School Inspections: Sanctions Versus No Sanctions; 1.2.3 Reporting: Inspection Systems with/Without Public Reporting; 1.3 Inspections in the Broader Context of Monitoring; 1.4 Goals and Functions of School Inspections; 1.4.1 Control; 1.4.2 Improvement; 1.4.3 Liaison; 1.4.4 Conflicting Goals and Functions of School Inspections; 1.5 Structure of the Book; References
Part I: Understanding School Inspection FrameworksChapter 2: The Evidence Base for School Inspection Frameworks; 2.1 Introduction; 2.1.1 Control of Input, Rules and Regulations; 2.1.2 Evaluation and Support of Educational Processes; 2.1.3 Evaluation of School Output; 2.2 Fit for Purpose: School Effectiveness Modelling and Three School Inspection Functions; 2.3 Identification of Effectiveness Enhancing School Conditions; Consensus Among Reviews; 2.3.1 Less Consistency of Effect Sizes in Quantitative Research Syntheses
2.4 A Closer Look at the Meaning of the Key Factors in Educational Effectiveness2.4.1 Achievement Orientation; 2.4.2 Educational Leadership; 2.4.3 Staff Cooperation, Cohesion and Consensus; 2.4.4 Curriculum Quality and Opportunity to Learn; 2.4.5 School Climate; 2.4.6 Evaluation and Monitoring; 2.4.7 Parental Involvement; 2.4.8 Classroom Climate; 2.4.9 Effective Learning Time; 2.4.10 Structured Teaching; 2.4.11 Constructivist Teaching and Independent Learning; 2.4.12 Differentiation; 2.5 The Multi-facetted Nature of School Effectiveness Enhancing Variables; 2.6 Analysing Inspection Frameworks
Part II: The Current Evidence Base of School Inspection ResearchChapter 4: School Inspections and School Improvement; the Current Evidence Base; 4.1 Introduction; 4.2 Effects of School Inspections; 4.2.1 Reflection on School Quality and Intentions to Improve; 4.2.2 School Improvement; 4.2.3 Improvement of Self-Evaluation; 4.2.4 Improved Student Achievement; 4.2.5 No Effect; 4.3 Effects of School Inspections in Low and Middle Income Countries; References; Chapter 5: Side Effects of School Inspection; Motivations and Contexts for Strategic Responses; 5.1 Introduction
Part I: Understanding School Inspection FrameworksChapter 2: The Evidence Base for School Inspection Frameworks; 2.1 Introduction; 2.1.1 Control of Input, Rules and Regulations; 2.1.2 Evaluation and Support of Educational Processes; 2.1.3 Evaluation of School Output; 2.2 Fit for Purpose: School Effectiveness Modelling and Three School Inspection Functions; 2.3 Identification of Effectiveness Enhancing School Conditions; Consensus Among Reviews; 2.3.1 Less Consistency of Effect Sizes in Quantitative Research Syntheses
2.4 A Closer Look at the Meaning of the Key Factors in Educational Effectiveness2.4.1 Achievement Orientation; 2.4.2 Educational Leadership; 2.4.3 Staff Cooperation, Cohesion and Consensus; 2.4.4 Curriculum Quality and Opportunity to Learn; 2.4.5 School Climate; 2.4.6 Evaluation and Monitoring; 2.4.7 Parental Involvement; 2.4.8 Classroom Climate; 2.4.9 Effective Learning Time; 2.4.10 Structured Teaching; 2.4.11 Constructivist Teaching and Independent Learning; 2.4.12 Differentiation; 2.5 The Multi-facetted Nature of School Effectiveness Enhancing Variables; 2.6 Analysing Inspection Frameworks
Part II: The Current Evidence Base of School Inspection ResearchChapter 4: School Inspections and School Improvement; the Current Evidence Base; 4.1 Introduction; 4.2 Effects of School Inspections; 4.2.1 Reflection on School Quality and Intentions to Improve; 4.2.2 School Improvement; 4.2.3 Improvement of Self-Evaluation; 4.2.4 Improved Student Achievement; 4.2.5 No Effect; 4.3 Effects of School Inspections in Low and Middle Income Countries; References; Chapter 5: Side Effects of School Inspection; Motivations and Contexts for Strategic Responses; 5.1 Introduction