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 journalArticleAcademicpeer-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

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Netherlands
school

Keywords

  • IR-93121
  • METIS-268382

Cite this

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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 journalArticleAcademicpeer-review

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AU - Van Hoof, J

AU - van Petegem, P.

AU - Visscher, Arend J.

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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.

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KW - METIS-268382

U2 - 10.1080/01411926.2010.528556

DO - 10.1080/01411926.2010.528556

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