Titre : | Ecologies of Education Quality |
Auteur(s) : | Elizabeth GRAUE ; Katherine K. DELANEY ; Anne S. KARCH |
Revue : | Education policy analysis archives (vol . 21, n° 8, janvier 2013) |
Description : | 36 p. disponibles sur le site http://epaa.asu.edu [pages consultées le 25/02/2013] bibliogr. |
Langue(s) : | Anglais |
Résumé : | Accountability in education has prompted policy makers and practitioners to focus on data use for instructional and organizational decision-making. The popular media have seized on Value Added (VA) measures as a key type of data use for reforming U.S. schools. Among education researchers, however, there are both critics and proponents. The authors examined data use by the district leaders and staff members of 12 schools in a large urban district, with attention to the role VA metrics play in their decisions and their conceptions of themselves. VA is only one of many types of data that can be used to portray quality. While there was a soft relationship between VA and classroom quality measured by CLASS (CLASS provides a common metric for understanding classroom quality, based on the relationships between student outcomes and the quality of teacher-child interactions), the authors found that understanding the schools' contexts, particularly the use of resources and the coherence of actions to improve student achievement, greatly enhanced the power of our descriptions. As a result, they suggest that policies promoting multidimensional approaches to quality will better capture the complexity of education. [d'après résumé auteures] |
Sujet(s) : | , leadership, reddition de comptes, assurance qualité, données statistiques, enseignant, enseignement primaire, enseignement secondaire, établissement d'enseignement, évaluation, évaluation des enseignants, qualité de l'éducation, réforme |
Zone(s) géographique(s) : | Amérique du Nord, États-Unis |
Document numérique (1)
http://epaa.asu.edu/ojs/article/view/1163 URL |