A National Developmental and Negotiated Approach to School and Curriculum Evaluation

Enhancing the quality of education through school self-evaluation. The New Zealand educational context: Evaluation and self-review in a self-managing system. AsTTle – A national testing system for formative assessment: How the national testing policy ended up helping schools and teachers. A thousand flowers blooming: The implications of school self-review for policy developers. Evaluation in effective research-practice partnerships. Developing a conceptual framework for school review. Changing the professional culture of school review: The inside story of ERO. Evaluation as a double-edged sword: Building schools’ evaluative capability while evaluating their efforts in raising achievement. Leaders’ use of classroom evidence to understand, evaluate and reform schooling for indigenous students. School improvement through theory engagement. Looking forward: Evaluation in New Zealand education. New Zealand style school review: A view from outside. School self-evaluation in the longer time scale. Experiences from a small Scandinavian state. Data-centered school self-evaluation in the Netherlands: Characteristics and prerequisites. Exploring the possibilities and methodological challenges of evaluation practice: A democratic question. Judging and explaining the quality of school self-evaluations: Indicators and findings on meta-evaluation from a Flemish perspective. Introduction to the education review office chapters. Introduction to the New Zealand case. An Introduction to International Contrasts. A Developmental and Negotiated Approach to School Self-Evaluation. Advances in Program Evaluation. A Developmental and Negotiated Approach to School Self-Evaluation. Copyright page. Preface: Walking backwards into the future. About the Editors. About the Authors. List of Contributors.