Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/319279 
Year of Publication: 
2024
Citation: 
[Journal:] Leadership and Policy in Schools [ISSN:] 1744-5043 [Volume:] 23 [Issue:] 2 [Publisher:] Taylor & Francis [Place:] London [Year:] 2024 [Pages:] 253-274
Publisher: 
Taylor & Francis, London
Abstract: 
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.
Subjects: 
accountability
school quality
school improvement
school inspection
sensemaking
Published Version’s DOI: 
Creative Commons License: 
cc-by-nc Logo
Document Type: 
Article
Document Version: 
Accepted Manuscript (Postprint)

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