School Self-Evaluation: A Case Study
There has been considerable re-thinking about appropriate directions for school reform. From a global vantage point, reform strategies around the world have evidenced a significant shift towards the adoption of school self-evaluation to lever change efforts. Although school self-evaluation methodological ideals and processes are clearly codified, variants of practice arise when applying these models in real life settings. The primary purpose of this study is to examine current thinking and construct of school self-evaluation within a wider context of globalization, policy borrowing and cross-disciplinary influences. Drawing on inputs in different fields (such as "Globalization and Policy borrowing", "Organizational Management" or "School Reform and Change"), this paper reviews the current literature in this area and argues that school self-evaluation, as a construct, is diversified and infused with different ideologies and purposes ranging from systemic change to promoting democratic values (and strengthening school-community bond). This paper then turns to examining this phenomenon using England as one such example. It includes a project exploring the conceptualization and practice of self-evaluation in six schools. The paper concludes by addressing how these practices are shaped and conditioned by socio-cultural and political-historical influences at large.
Keywords: School Self-Evaluation, School Reform, School Change and Globalization
Sook M. I. Chia
PhD Candidate, Faculty of Education, University of Cambridge