Author:

Keywords:

self-evaluation programs, school management, social inequality, comparative effectiveness research, educational policy, quality assurance, school leadership, quantitative research, qualitative research

Abstract:

Sinds september 2002 gaan ruim 2000 Vlaamse scholen - basis en secundair - door het leven als GOK-school. GOK-scholen genieten omwille van de kenmerken van hun leerlingenpopulatie over bijkomende lestijden die ze moeten besteden aan een beleid rond Gelijke Onderwijskansen (GOK). Het huidige GOK-beleid wil scholen de mogelijkheid geven om op een schoolspecifieke manier een eigen beleid voor kansarme leerlingen uit te stippelen en te implementeren. Dit boek rapporteert over onderzoek dat in kaart bracht hoe dat proces verliep. Het biedt antwoorden op zeer verscheiden vragen. Waartoegebruiken scholen de GOK-uren waarover ze beschikken? Wat waarderen scholen (niet) in het nieuwe beleid? Hoe verloopt een kwaliteitsvolle zelfevaluatie? Wat zijn de dragers van beleidseffectiviteit en hoe goed doen Vlaamse scholen het in dat opzicht? This book is a report on a study that investigated the quality of self-evaluations conducted in primary and secondary schools after the introduction of a national project to create more equal educational opportunities for the students. Answers are offered on a variety of questions: for instance, what did the schools do with the opportunities delivered by the new education policy; what did schools like (or did not like) of the new policy; how do they do the self-evaluation; who delivers the most important contribution to the effectiveness of school-based management and how effective is the school-based management. To answer these questions qualitative and quantitative methods were applied. Case studies of the process in 8 schools were made using the Grounded theory approach. Moreover, a survey was conducted in which nearly 600 school leaders were questioned on features of the school’s functioning that might affect the quality of self-evaluations. Among others, the following research questions were set forward: 1) Do Flemish schools for primary and secondary education meet the standards of high quality self-evaluations? (2) How do schools differ in this regard? (4) Which aspect of policy-making capacities during the self-evaluation process might serve as predictors of differences in quality indicators for self-evaluation?