Add to ORKGRecent policies have seen a move away from central reforms to bottom-up improvement of schools. Joint improvement and practice development of networks of schools is the most recent reform model developed in a number of countries across Europe. In England this model has been coined as the ‘self-improving system’, taking up David Hargreaves’ ideas of school-led improvement, system leadership, teaching schools and national and local leaders of education. These system-wide changes in how schools deliver and improve their education have great consequences for the role, responsibilities and working methods of Inspectorates of Education. In this symposium, hosted by the London Centre for Leadership in Learning, UCL Institute of Education examples ...
There is growing evidence to suggest that effective external support plays an intrinsic rol...
The focus of this study is the school inspection system which, since 1992, has been managed by the O...
Recent research suggests that what the teacher does in the classroom is three to four times more imp...
In many countries the need for education systems and schools to improve and innovate has become cent...
This report analyses how schools in England have interpreted and begun to respond to the government’...
In this article, different inspection models are compared in terms of their impact on school improve...
In many countries the need for education systems and schools to improve and innovate has become cent...
The research questions addressed in this thesis are: How effective is the OFSTED process as an acco...
The effects of school inspections on school improvement have been investigated only to a limited deg...
With decentralisation becoming increasingly widespread across Europe, evaluation and accountability ...
Inspection and performance data show that the least effective schools in England are more likely to ...
The review was commissioned by the Dutch Inspectorate of Education to inform their strategy developm...
Many education systems are developing towards more lateral structures where schools collaborate in n...
The school inspection regime in England and Wales has recently increased its focus on all state scho...
The defining characteristic of this study's contribution to educational research is the dual perspec...
There is growing evidence to suggest that effective external support plays an intrinsic rol...
The focus of this study is the school inspection system which, since 1992, has been managed by the O...
Recent research suggests that what the teacher does in the classroom is three to four times more imp...
In many countries the need for education systems and schools to improve and innovate has become cent...
This report analyses how schools in England have interpreted and begun to respond to the government’...
In this article, different inspection models are compared in terms of their impact on school improve...
In many countries the need for education systems and schools to improve and innovate has become cent...
The research questions addressed in this thesis are: How effective is the OFSTED process as an acco...
The effects of school inspections on school improvement have been investigated only to a limited deg...
With decentralisation becoming increasingly widespread across Europe, evaluation and accountability ...
Inspection and performance data show that the least effective schools in England are more likely to ...
The review was commissioned by the Dutch Inspectorate of Education to inform their strategy developm...
Many education systems are developing towards more lateral structures where schools collaborate in n...
The school inspection regime in England and Wales has recently increased its focus on all state scho...
The defining characteristic of this study's contribution to educational research is the dual perspec...
There is growing evidence to suggest that effective external support plays an intrinsic rol...
The focus of this study is the school inspection system which, since 1992, has been managed by the O...
Recent research suggests that what the teacher does in the classroom is three to four times more imp...