Affecting the Affective: Affective Outcomes in the Context of School Effectiveness, School Improvement and Quality Schools

Autor/inn/en	Leonard, Carl; Bourke, Sid; Schofield, Neville
Titel	Affecting the Affective: Affective Outcomes in the Context of School Effectiveness, School Improvement and Quality Schools
Quelle	In: Issues in Educational Research, 14 (2004) 1, S.1-28 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-7155
Schlagwörter	School Restructuring; Quality of Life; School Effectiveness; Educational Quality; Quality Control; Affective Measures; Educational Change; Foreign Countries; Educational Environment; Academic Achievement; Educational Improvement; Mentors; Child Health; Well Being; Access to Education; Equal Education; Australia + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Lebensqualität; Schuleffizienz; Quality of education; Bildungsqualität; Qualitätskontrolle; Bildungsreform; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Well-being; Wellness; Wohlbefinden; Education; Access; Bildung; Zugang; Bildungszugang; Australien
Abstract	The late 20th Century saw the rapid rise of quality assurance and effectiveness measures in most industries and organisations. These trends were very much reflected in education at all levels. An associated emergent trend in primary and secondary education in Australia was growth in the use of standardised measures of student achievement that increasingly served (and continue to serve) as a major source of data in judging school effectiveness. While cognitive measures are important outcomes of schooling, it is reasonable to argue that interpretations of quality and effectiveness that do not include affective measures are too narrow. In particular, these criteria sacrifice what may be regarded as more complex and aesthetic measures of quality and effectiveness, such as student perceptions of aspects of their life at school. This paper has developmental, theoretical, and philosophical dimensions. The developmental dimension is based on a definition and articulation of a potential future of education advocating a re-aligning of academic and affective student outcomes. Affective measures are identified as important components of school effectiveness and quality assurance as well as the associated implementation of school reform and school improvement to enhance these measures. The theoretical dimension relates to definitions, clarifications, and links between school effectiveness, effective schools, school improvement, school reform, quality education, quality schools, and quality of life. The philosophical dimension aims to ensure high student quality of life, an enhanced mentoring role for educators, and a focus on children's future, health, equity, and access issues. (Contains 1 figure.) (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10