Literaturnachweis - Detailanzeige
| Autor/inn/en | Goffin, Evelyn; Janssen, Rianne; Vanhoof, Jan |
|---|---|
| Titel | The Interplay of User Beliefs and Situated Characteristics in Explaining School Performance Feedback Use |
| Quelle | In: School Effectiveness and School Improvement, 33 (2022) 3, S.456-478 (23 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Goffin, Evelyn) ORCID (Janssen, Rianne) ORCID (Vanhoof, Jan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0924-3453 |
| DOI | 10.1080/09243453.2022.2041048 |
| Schlagwörter | Feedback (Response); Standardized Tests; Institutional Characteristics; School Culture; Evaluation Methods; Foreign Countries; Self Efficacy; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Belgium |
| Abstract | The present study explores predictors of school performance feedback (SPF) use. In total, 470 Flemish educational professionals were surveyed about their use of SPF from school-external, low-stakes standardized assessments. A path analysis was conducted in order to investigate how individual user beliefs impact SPF use at the school level and how those beliefs mediate the effects of school-level features pertaining to school organization, performance, and voluntariness. Findings include that users' cognitive attitude and perceived expectations of others have a small effect on engagement with SPF in schools, and that these predictors mediate the effects of certain organizational characteristics. Whereas performance levels do not impact school-level feedback use, voluntariness in feedback pursuit and particularly an SPF-oriented school culture emerge as drivers. Implications for practice include the need for stimulating ownership in data-based decision making. Suggestions for further research are also discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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