Mapping, Measuring and Monitoring Achievement: Can a New Evaluation Framework Help Schools Challenge Inequalities?

Autor/in	McCluskey, Gillean
Titel	Mapping, Measuring and Monitoring Achievement: Can a New Evaluation Framework Help Schools Challenge Inequalities?
Quelle	In: Improving Schools, 20 (2017) 1, S.5-17 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480216688552
Schlagwörter	Foreign Countries; Special Education; Academic Achievement; Special Schools; Principals; Student Evaluation; Models; Equal Education; Benchmarking; Social Justice; Interviews; Elementary Schools; Secondary Schools; Program Evaluation; Evidence Based Practice; United Kingdom; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Schulleistung; Special school; Sonderschule; Principal; Schulleiter; Schulnote; Studentische Bewertung; Analogiemodell; Soziale Gerechtigkeit; Interviewing; Interviewtechnik; Elementary school; Grundschule; Volksschule; Sekundarschule; Programme evaluation; Programmevaluation; Großbritannien
Abstract	While mainstream schools have seen an increasing focus on performance and attainment in recent years, this focus has often been resisted by special and alternative educational provision in the United Kingdom. However, concern is now growing about the low levels of achievement for children and young people educated outside mainstream schools. This article reports the findings of an evaluation which examined the work of one group of special school head teachers who set out to develop an alternative framework for mapping, tracking and evaluating achievement; one which would be recognisable to, but not limited by, the pressures on the mainstream. The findings suggest that, if adopted more widely, such a framework could contribute to the search for common ground and common understanding across different educational settings, with the potential to bring direct benefits to pupils but also to make a contribution to addressing under-achievement and educational inequalities more broadly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01