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Statewide Exit Exams, Governance, and School Development - An International Comparison
Booktitle
1
Table of Contents
10
1 Introduction
14
2 On the Heterogeneity of Statewide Exit Exams in an International Comparison
21
2.1 Definition of Statewide Exit Exams
22
2.2 System Functions of Statewide Exit Exams
24
3 Statewide Exit Exams within Changing Structures
32
4 Reform Tendencies in the Governance Structures of Education Systems in Europe
35
4.1 Governance Structures Before the Reforms
35
4.2 Decentralization Tendencies
36
4.3 The Shift to Governance by Outcomes
40
5 Perspectives on the Governance of Schools
43
5.1 Government, Steuerung, Governance—A Definition of Terms
44
5.2 From Steuerung to Governance in the German Educational Discourse
45
5.3 Educational Governance
47
5.4 Interim Summary: The Analytical Potential of Educational Governance
56
6 Outcomes-Based Governance
58
6.1 Action Coordination with External Evaluation Theory of Action
59
6.2 Instruments of External Evaluation
63
6.3 The Relevance of Output Measurement in Different Governance Systems
73
6.4 The Role of Outcome Measurement in Different Real Governance Systems
78
6.5 Comparison and Summary
85
7 Control and Development Functions of Statewide Exit Exams
90
8 School Development with Data Feedback Concepts and Implications
93
8.1 The Theoretical Role of Data for School Development
93
8.2 Relevant Factors for the Use of External Performance Feedback in Schools
96
8.3 Learning Schools as Learning Organizations
103
8.4 Frameworks for the Analysis of Feedback Data Use in Schools
112
8.5 Interim Summary and Prospect
119
9 The Effects of Statewide Exit Exams on School Processes
121
9.1 Acceptance of Statewide Exit Exams and the Role of Incentives
122
9.2 Instruction and Assessment in the Context of Statewide Exit Exams
126
9.3 Organizational Learning in the Context of Statewide Exit Exams
135
10 A Framework for Studying the Use of Statewide Exit Exams in Schools
142
11 Desiderata for Research
152
12 Goals and Research Questions
154
12.1 Sub Study 1: Recontextualization of Statewide Exams
155
12.2 Sub Study 2: Utilization of Exams in School Development Processes
157
12.3 Expected Theoretical and Practical Outcome
158
13 Research Design and Structure of the Study
161
13.1 Case Selection
161
13.2 Methodological Approach
164
13.3 Selection and Composition of the Samples
165
13.4 Instruments
168
13.5 Analysis Procedure
171
14 Sub Study 1: Recontextualization of the Statewide Exit Exams
172
14.1 Intended Functions: Expert Interviews
172
14.2 School Actors’ Perception of the Exams—Questionnaire Data
175
15 Recontextualization of the Exams in Finland
178
15.1 Upper Secondary Education and the Statewide Exit Exam
178
15.2 Intended Functions of the Ylioppilastutkinto
179
15.3 Technology of the Exams and Implementation Process
183
15.4 School Actors’ Perception of the Exams
184
16 Recontextualization of the Exams in Ireland
188
16.1 Upper Secondary Education and the Statewide Exit Exam
188
16.2 Functions of the Leaving Certificate Examinations
189
16.3 Technology of the Exams and Implementation Process
193
16.4 School Actors’ Perception of the Exams
194
17 Recontextualization of the Exams in the Netherlands
197
17.1 Upper Secondary Education and the Statewide Exit Exam
197
17.2 Functions of the Centraal Examen and the Schoolexamen
198
17.3 Technology of the Exams and Implementation Process
202
17.4 School Actors’ Perception of the Exams
203
18 Juxtaposition and Discussion of the Country-Specific Results of Sub Study 1
206
19 Sub Study 2: Statewide Exit Exams as a School Development Tool
213
19.1 Exam Use and Strategies at School Level
214
19.2 Teacher Collaboration at Department Level
221
20 Use of the Exams in the Schools of the Finnish Sample
233
20.1 Instrumental Use and Organizational Learning Structures at School Level
233
20.2 Organizational Learning Structures: Collaboration at Department Level
242
20.3 Instrumental Use: Individual Level
247
20.4 Summary and Discussion
256
21 Use of the Exams in the Schools of the Irish Sample
259
21.1 Instrumental Use and Organizational Learning Structures at School Level
259
21.2 Organizational Learning Structures: Collaboration at Department Level
268
21.3 Instrumental Use: Individual Level
273
21.4 Summary and Discussion
282
22 Use of the Exams in the Schools of the Dutch Sample
286
22.1 Instrumental Use and Organizational Learning Structuresat School Level
286
22.2 Organizational Learning Structures: Collaboration at Department Level
292
22.3 Instrumental Use: Individual Level
297
22.4 Summary and Discussion
308
23 Juxtaposition and Discussion of the Country-Specific Results of Sub Study 2
312
23.1 School Level Exam Use
312
23.2 Department Level Exam Use
319
23.3 Individual Level Exam Use
323
23.4 Summary
336
24 The Use of Statewide Exit Exams in the Context of theResearch Questions
344
25 Theoretical and Practical Outcome andFurther Research Needs
362
25.1 Functions, Contexts, and Communities Matter—Input for Theoretical Frameworks and Educational Governance
362
25.2 Practical Implications for the Implementation of Statewide Exit Exams
366
References
374
List of Tables
397
List of Figures
398
List of Abbreviations
400
List of Statistical Abbreviations and Symbols
401
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