From External Inspection to Self-Evaluation: A Study of Quality Assurance in Hong Kong Kindergartens

Autor/inn/en	Wong, Margaret N. C.; Li, Hui
Titel	From External Inspection to Self-Evaluation: A Study of Quality Assurance in Hong Kong Kindergartens
Quelle	In: Early Education and Development, 21 (2010) 2, S.205-233 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Early Childhood Education; Quality Control; Inspection; Kindergarten; Foreign Countries; Self Evaluation (Groups); Institutional Evaluation; Preschool Evaluation; Accountability; Educational Improvement; Administrator Attitudes; Teacher Attitudes; Research Reports; Role Perception; Hong Kong + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Qualitätskontrolle; Prüfverfahren; Ausland; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Verantwortung; Teaching improvement; Unterrichtsentwicklung; Lehrerverhalten; Research report; Forschungsbericht; Role conception; Rollenverständnis; Hongkong
Abstract	Research Findings: Hong Kong launched the new mechanism of the Quality Assurance Inspection (QAI) in 2000 to enforce accountability and school improvement in the sector of early childhood education. The QAI comprises 3 stages: school self-evaluation, external inspection, and release of the QAI report to the public. To understand the roles of self-evaluation and external inspection and their interactions, we analyzed all 80 QAI reports released by the government from 2004 to 2007 and interviewed the principals and teachers of 3 kindergartens that had been ranked excellent, good, and satisfactory on Learning and Teaching performance in the QAI. The results indicated that (a) school performance on self-evaluation was significantly and positively correlated with Learning and Teaching performance but negatively correlated with the number of problems found in the QAI, (b) all kindergartens reported 4 types of challenges brought about by the external inspection (i.e., uncertainty, personnel, workload, and psychological burdens), and (c) the QAI was a facilitative and productive process for school self-evaluation and quality improvement. Practice or Policy: These findings suggest that an effective quality assurance mechanism should maintain a balance between external and internal evaluations and should work toward school empowerment and improvement. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10