Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/319279 
Erscheinungsjahr: 
2024
Quellenangabe: 
[Journal:] Leadership and Policy in Schools [ISSN:] 1744-5043 [Volume:] 23 [Issue:] 2 [Publisher:] Taylor & Francis [Place:] London [Year:] 2024 [Pages:] 253-274
Verlag: 
Taylor & Francis, London
Zusammenfassung: 
In an era of test-based accountability, school inspections can offer a more nuanced understanding of why schools fail. Yet, we have limited knowledge of how inspectors arrive at their decisions on school quality. Analyzing inspectors’ decision-making can reveal the underlying views regarding school accountability and open opportunities for school improvement. We use a comparative case study of contrasting inspection systems in the United States, the Netherlands, and Argentina. Based on in-depth interviews with inspectors, our findings reveal that inspectors’ sensemaking and decisions are strongly influenced by local culture, professional traditions, and views on school accountability. These contrasting processes illustrate trade-offs between rigid and flexible approaches to school inspection that have consequences for school improvement.
Schlagwörter: 
accountability
school quality
school improvement
school inspection
sensemaking
DOI der veröffentlichten Version: 
Creative-Commons-Lizenz: 
cc-by-nc Logo
Dokumentart: 
Article
Dokumentversion: 
Accepted Manuscript (Postprint)

Datei(en):
Datei
Größe





Publikationen in EconStor sind urheberrechtlich geschützt.