Making Sense of Evidence-Based Governance Reforms: An Exploratory Analysis of Teachers Coping with the Austrian Performance Standard Policy

Autor/inn/en	Altrichter, Herbert; Gamsjäger, Manuela; Plaimauer, Christine; Prammer-Semmler, Eva; Steiner, Regina; Zuber, Julia; Handschuh, Lisa
Titel	Making Sense of Evidence-Based Governance Reforms: An Exploratory Analysis of Teachers Coping with the Austrian Performance Standard Policy
Quelle	In: Leadership and Policy in Schools, 21 (2022) 3, S.501-521 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Altrichter, Herbert) ORCID (Gamsjäger, Manuela) ORCID (Zuber, Julia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1791906
Schlagwörter	Educational Change; Coping; Foreign Countries; Governance; Evidence Based Practice; Case Studies; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Educational Policy; Educational Improvement; Performance Based Assessment; Standards; Inspection; Institutional Evaluation; Teaching Methods; Alignment (Education); Feedback (Response); Stakeholders; Administrator Attitudes; School Administration; Austria + Suchen Sie Ihr Suchwort? Bildungsreform; Bewältigung; Ausland; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Politics of education; Teaching improvement; Unterrichtsentwicklung; Leistungsermittlung; Standard; Prüfverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Österreich
Abstract	During recent years many European countries have modernized the governance of their education systems according to an 'evidence-based model' which, e.g., materialized in new school inspections and comparative performance assessment. Qualitative case study data of six primary and secondary schools is used to explore in-school processes of sensemaking and constructing consequences of the Austrian performance standard policy (which is taken as an exemplar for evidence-based reforms). Teachers' understandings and actions are compared with the normative claims underlying this policy. Results show that only two of the five processes claimed to be effective for school improvement through performance standards are found in the data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01