Improving Schools and Inspection
The Self-Inspecting School
Nonfiction, Reference & Language, Education & Teaching, Administration
| Author: | Mr Neil Ferguson, Professor Peter Earley, Professor Brian Fidler, Dr Janet Ouston | ISBN: | 9781446230121 |
| Publisher: | SAGE Publications | Publication: | April 10, 2000 |
| Imprint: | SAGE Publications Ltd | Language: | English |
| Author: | Mr Neil Ferguson, Professor Peter Earley, Professor Brian Fidler, Dr Janet Ouston |
| ISBN: | 9781446230121 |
| Publisher: | SAGE Publications |
| Publication: | April 10, 2000 |
| Imprint: | SAGE Publications Ltd |
| Language: | English |
`This is an important book, not least because OfTED may well have changed English schools more substantially than any previous curriculum development or assessment development programme' - Mentoring & Tutoring
This book looks at the relationship between school inspection and school improvement. The authors show how heads have used inspectors' reports to put in place real school improvement. They deal with the contexts of inspection and comparisons are made with the Australian experience of school self-review. The book focuses on how schools have developed a culture of self-inspection.
The authors consider the system of OfSTED inspections and ask how beneficial inspection has been in encouraging schools to develop and improve. They suggest there is need for a change and that there are alternative approaches to school assessment and improvement, which could be more effective. They argue that the school's own evaluation processes should play a greater part in the arrangements for inspection.
Improving Schools and Inspection will be essential reading for headteachers and other professionals engaged in dealing with inspections.
`This is an important book, not least because OfTED may well have changed English schools more substantially than any previous curriculum development or assessment development programme' - Mentoring & Tutoring
This book looks at the relationship between school inspection and school improvement. The authors show how heads have used inspectors' reports to put in place real school improvement. They deal with the contexts of inspection and comparisons are made with the Australian experience of school self-review. The book focuses on how schools have developed a culture of self-inspection.
The authors consider the system of OfSTED inspections and ask how beneficial inspection has been in encouraging schools to develop and improve. They suggest there is need for a change and that there are alternative approaches to school assessment and improvement, which could be more effective. They argue that the school's own evaluation processes should play a greater part in the arrangements for inspection.
Improving Schools and Inspection will be essential reading for headteachers and other professionals engaged in dealing with inspections.
