The use of school self-evaulation results in the Netherlands and Flanders

Kim Schildkamp, J Van Hoof, P. van Petegem, Arend J. Visscher

Research output: Contribution to journal › Article › Academic › peer-review

18 Citations (Scopus)

Abstract

This article presents the results of two studies on the use of school self‐evaluation in the Netherlands and Flanders. It focuses on which forms of instrumental use of school self‐evaluation results can be found in schools, and how differences in self‐evaluation use between schools can be explained. Results show that the instrumental use of self‐evaluation results in both contexts was limited. Results further show that differences in the use of school self‐evaluation results can be explained by differences in school organizational characteristics, implementation characteristics, and the characteristics of the school self‐evaluation itself. Implications for theory, policy, and practice are discussed.
Original languageEnglish
Pages (from-to)125-152
JournalBritish educational research journal
Volume38
Issue number1
DOIs
Publication statusPublished - 2012

Fingerprint

Netherlands
school

Keywords

  • IR-93121
  • METIS-268382

Cite this

Schildkamp, Kim ; Van Hoof, J ; van Petegem, P. ; Visscher, Arend J. / The use of school self-evaulation results in the Netherlands and Flanders. In: British educational research journal. 2012 ; Vol. 38, No. 1. pp. 125-152.
@article{5f822ae356bb4e46ba3eddda4295e28f,
title = "The use of school self-evaulation results in the Netherlands and Flanders",
abstract = "This article presents the results of two studies on the use of school self‐evaluation in the Netherlands and Flanders. It focuses on which forms of instrumental use of school self‐evaluation results can be found in schools, and how differences in self‐evaluation use between schools can be explained. Results show that the instrumental use of self‐evaluation results in both contexts was limited. Results further show that differences in the use of school self‐evaluation results can be explained by differences in school organizational characteristics, implementation characteristics, and the characteristics of the school self‐evaluation itself. Implications for theory, policy, and practice are discussed.",
keywords = "IR-93121, METIS-268382",
author = "Kim Schildkamp and {Van Hoof}, J and {van Petegem}, P. and Visscher, {Arend J.}",
year = "2012",
doi = "10.1080/01411926.2010.528556",
language = "English",
volume = "38",
pages = "125--152",
journal = "British educational research journal",
issn = "0141-1926",
publisher = "Routledge",
number = "1",

}

Schildkamp, K, Van Hoof, J, van Petegem, P & Visscher, AJ 2012, 'The use of school self-evaulation results in the Netherlands and Flanders' British educational research journal, vol. 38, no. 1, pp. 125-152. https://doi.org/10.1080/01411926.2010.528556

The use of school self-evaulation results in the Netherlands and Flanders. / Schildkamp, Kim; Van Hoof, J; van Petegem, P.; Visscher, Arend J.

In: British educational research journal, Vol. 38, No. 1, 2012, p. 125-152.

Research output: Contribution to journal › Article › Academic › peer-review

TY - JOUR

T1 - The use of school self-evaulation results in the Netherlands and Flanders

AU - Schildkamp, Kim

AU - Van Hoof, J

AU - van Petegem, P.

AU - Visscher, Arend J.

PY - 2012

Y1 - 2012

N2 - This article presents the results of two studies on the use of school self‐evaluation in the Netherlands and Flanders. It focuses on which forms of instrumental use of school self‐evaluation results can be found in schools, and how differences in self‐evaluation use between schools can be explained. Results show that the instrumental use of self‐evaluation results in both contexts was limited. Results further show that differences in the use of school self‐evaluation results can be explained by differences in school organizational characteristics, implementation characteristics, and the characteristics of the school self‐evaluation itself. Implications for theory, policy, and practice are discussed.

AB - This article presents the results of two studies on the use of school self‐evaluation in the Netherlands and Flanders. It focuses on which forms of instrumental use of school self‐evaluation results can be found in schools, and how differences in self‐evaluation use between schools can be explained. Results show that the instrumental use of self‐evaluation results in both contexts was limited. Results further show that differences in the use of school self‐evaluation results can be explained by differences in school organizational characteristics, implementation characteristics, and the characteristics of the school self‐evaluation itself. Implications for theory, policy, and practice are discussed.

KW - IR-93121

KW - METIS-268382

U2 - 10.1080/01411926.2010.528556

DO - 10.1080/01411926.2010.528556

M3 - Article

VL - 38

SP - 125

EP - 152

JO - British educational research journal

JF - British educational research journal

SN - 0141-1926

IS - 1

ER -

Schildkamp K, Van Hoof J, van Petegem P, Visscher AJ. The use of school self-evaulation results in the Netherlands and Flanders. British educational research journal. 2012;38(1):125-152. https://doi.org/10.1080/01411926.2010.528556

Access to Document