Using school performance feedback: perceptions of primary school principals

The present study focuses on the perception of primary school principals of school performance feedback (SPF) and of the actual use of this information. This study is part of a larger project which aims to develop a new school performance feedback system (SPFS). The study builds on an eclectic framework that integrates the literature on SPFSs. Through in-depth interviews with 16 school principals, 4 clusters of factors influencing school feedback use were identified: context, school and user, SPFS, and support. This study refines the description of feedback use in terms of phases and types of use and effects on school improvement. Although school performance feedback can be seen as an important instrument for school improvement, no systematic use of feedback by school principals was observed. This was partly explained by a lack of skills, time, and support

Impacto de la formación del profesorado universitario : Aspectos metodológicos y propuesta para futuras investigaciones

Este artículo presenta un resumen de cuatro investigaciones empíricas que afrontan la falta de evaluación sistemática de la formación del profesorado en la educación superior. Tres estudios examinan el impacto de la formación en los estilos de enseñanza de los educadores, las percepciones de los estudiantes acerca del comportamiento docente de aquellos, los enfoques de los alumnos y sus resultados de aprendizaje. Un cuarto estudio examina el impacto individual a largo plazo (en las concepciones de enseñanza del profesorado y el comportamiento docente), así como algunos aspectos del impacto institucional. Atendiendo a una evaluación crítica de los resultados y al diseño metodológico de los estudios, se sugieren vías para futuras investigaciones: las condiciones que favorecen el impacto, la triangulación de datos, el impacto a largo plazo y el impacto institucional.Aquest article presenta un resum de quatre investigacions empíriques que afronten la manca d'avaluació sistemàtica de la formació del professorat en l'educació superior. Tres estudis examinen l'impacte de la formació en els estils d'ensenyament dels educadors, les percepcions dels estudiants sobre el comportament docent dels professors, els enfocaments dels alumnes i els resultats d'aprenentatge que assoleixen. Un quart estudi examina l'impacte individual a llarg termini (en les concepcions d'ensenyament del professorat i el comportament docent), així com alguns aspectes de l'impacte institucional. Atenent una avaluació crítica dels resultats i el disseny metodològic dels estudis, se suggereixen vies per a futures investigacions: les condicions que afavoreixen l'impacte, la triangulació de dades, l'impacte a llarg termini i l'impacte institucional.This article presents an overview of four empirical research studies dealing with the lack of systematic evaluation of teacher training in higher education. The core question is: "What is the impact of university teachers' training?" Three of the studies examined the impact of training on teachers' approach to teaching, students' perceptions of teachers' teaching behaviour, students' approach to study, and students' learning outcomes. The fourth study explored the long-term individual impact in terms of teachers' conceptions of teaching and teaching behaviour, as well as some aspects of institutional impact. On the basis of a critical evaluation of the results, as well as the methodological design of the studies, the following pathways for further research are suggested: conditions encouraging impact, triangulation of data, long-term impact and institutional impact

Feedback of performance indicators as a strategic instrument for school improvement

This paper reports on an explorative study focussing on the use of performance indicators by Flemish schools. This study is set up as a starting point for future research investigating the link between the quality of (data-driven) self-evaluations by schools and school improvement. It focuses on the recent PISA (Programme for International Student Assessment) and TIMSS-R (Third International Mathematics and Science Study studies) studies that did provide all participating schools with information on their individual performances. Based on a semi-structured interview, five Flemish school leaders were questioned about their use of the school feedback they received after participating in the latest TIMSS-R and PISA studies. The poster states that school leaders endorse the importance of having comparative information about their own results and functioning at their disposal. However, the actual use of the indicators in the TIMSS-R and PISA school reports turns out to be very limited. It is argued that this is primarily due to (1) school leaders' lack of background knowledge, to (2) their lack of know how in order to use the indicators for school improvement purposes and to (3) the fact that the relevance and usefulness of the school reports is perceived to be rather limited. indicators as a strategic instrument for school improvement

Feedback of performance indicators: a tool for school improvement?: flemish case studies as a starting point for con-structing a model for school feedback

Due to a trend towards more autonomy and more decentralization, schools must be involved in a continuous process of improvement. Therefore, accurate and comparable data on school performances are needed. In this respect, the Flemish educational system takes a quite particular position in the international context, since it has no central examinations. As such schools have to rely upon other sources of information. Recently, the PISA (Programme for International Student Assessment) and TIMSS-R (Third International Mathematics and Science Study studies) studies did provide all participating schools with information on their individual performances. This article firstly describes the rationale behind these school reports and their content. Based on a profound reflection on these two cases a model for school feed-back is developed. The major aim of the model is to consider the conditions that have to be in place in order to make sure that a particular set of indicators may attribute effectively to successful quality control and improvement by the individual school. We will argue that in order to successfully achieve that goal the model has to meet some general and some technical requirements

La formation pédagogique des professeurs dans l’enseignement supérieur

Dans cet article, nous analysons la contribution des initiatives de formation prises par les centres de pédagogie universitaire à l’amélioration effective de la qualité de l’enseignement supérieur en mesurant l’impact de ces formations sur les pratiques pédagogiques des professeurs. Notre recherche, menée à l’Université d’Anvers, examine ainsi les effets d’une formation d’un an proposée aux enseignants-chercheurs débutants, tant sur ces enseignants, que sur leurs étudiants et l’université. Après avoir présenté et discuté la méthodologie et les résultats de trois études empiriques, nous analysons ces implications en termes de soutien au développement professionnel pédagogique des professeurs.This paper analyses the contribution of training courses implemented by university centres for teaching and learning to the effective improvement of quality of higher education by measuring the impact of these courses on faculty teaching practices. Our research conducted in Antwerp examines the effects of a one-year course for beginning teachers and researchers on teachers, their students and the university. The presentation and discussion of methodology and the findings of three empirical studies are followed by the analysis of its consequences in terms of faculty professional development and support.In diesem Artikel analysieren wir den Einfluss der Ausbildungsinitiativen von pädagogischen Abteilungen an der Universität auf die tatsächliche Verbesserung der Qualität der Vorlesungen. Wir messen den Einfluss dieser Fortbildungsmaßnahmen auf die pädagogischen Praktiken der Professoren. Unsere Forschung wurde an der Universität Antwerpen geführt und untersucht die Auswirkungen einer einjährigen Ausbildung für angehende Professoren sowohl auf diese jungen Professoren selbst als auch auf ihre Studenten und auf die Universität. Nachdem wir die Methode und die Ergebnisse dreier empirischer Studien vorgelegt und erörtert haben, analysieren wir ihren Einfluss, was die Unterstützung der beruflichen pädagogischen Entwicklung von Professoren angeht.En este artículo, analizamos la contribución de las iniciativas de formación tomadas por los centros de pedagogia universitaria a la mejoría efectiva de la calidad de la enseñanza superior midiendo el impacto de estas formaciones sobre las prácticas pedagógicas de los profesores. Nuestra investigación, realizada en la Universidad de Anvers, examina así los efectos de una formación de un año propuesta a los docentes-investigadores principiantes, tanto sobre estos docentes como sobre sus estudiantes y la universidad. Después de presentar y discutir la metodología y los resultados de los tres estudios empíricos, analizamos sus implicaciones en términos de apoyo al desarrollo profesional pedagógico de los profesores

Profiles of teachers’ assessment techniques and their students’ involvement in assessment

Two aspects of formative assessment practices in the Dutch and Flemish educational context were explored: the degree to which secondary mathematics teachers implement a variety of assessment techniques in their classrooms, and the extent to which their students are involved in assessment practices. By developing profiles based on the combination of these aspects of formative assessment, we were able to distinguish various developmental stages in teachers’ implementation of formative assessment. Compared to their Flemish colleagues (n = 83), Dutch teachers (n = 120) used a wider variety of assessment techniques and stimulated student involvement in assessment more. Features of the educational context, such as the availability of teacher professional development for formative assessment, possibly influence development towards use of formative assessment practices in the classroom. The profiles can be used to inform teacher professional development initiatives, as they give insight into the current status of teachers’ assessment practices.</p

Public Housing after Hurricane, Urban Renewal or Removal? The Case Studies of Beaumont and Galveston, Texas.

Decent housing is a goal for many people not only in the United States but elsewhere in the world. A house becomes the symbol of family spirit whether it is a single-family or multiple-family home. Public housing in the United States is housing of “last resort,” for families whose incomes do not allow them to find housing in the private market. Yet, many studies focusing on public housing find a host of social issues plaguing these units. The US Government has initiated various programs to improve the quality of public housing as well as the living condition of local resident through agenda of Department of Housing and Urban Development (HUD). HOPE VI is one of the major programs that focuses on distressed public housing. This program funds local government and housing authority in order to revitalized or rebuild public housing. This program has been very successful in providing high-quality housing for public housing residents. However, as any type of construction, housing usually received great damage when natural disaster happening. It can be partly damaged or completely destroyed due to the direct and indirect effects of disaster. Public housing, like most affordable housing, is often built in highly vulnerable areas, such as floodplains or other low-lying areas. When disasters such as hurricanes strike, housing located in these areas is likely to receive the greatest damage and recovery may be slower. This study looks at the case study of public housing in Galveston and Beaumont after Hurricane Ike (2008) and Rita (2005). After Hurricane Rita in 2005, Beaumont has rebuilt some public housing development with a HOPE VI grant awarded in 2007. These areas have successfully rebuilt through the cooperation of housing authority, local government, local residents, and developers. In contrast, Galveston could not reach agreement about the destiny of public housing after Hurricane Ike in 2008. This story becomes more serious when HUD announced that if Galveston cannot rebuild public housing in disaster area, they must refund the money to the federal Government. These two cities provide a comparative case study of the rebuilding of public housing after disaster, where on one successfully rebuilt while other did not. By looking at the secondary data sources, this research analyzes the situation of these places in different period: before the Hurricane, when the Hurricane happened, and after the Hurricane. The paper will address the similarities as well as differences between two case studies in term of historical profile, demography, public housing program characteristics, damage, and recovery. Besides, economic change after hurricane approached is addressed. The housing situation will be further analyzed in Galveston to clearly show the obstacles in which this city coped with. Finally, the study will conclude by suggesting some implications for theory, housing policy, management, and further research

Moving in musicking: the evolving pedagogical practice of the artist-facilitator within asylum seeker centers.

peer reviewedThe field of community music has been continuously expanding during the last years alongside the need for experienced musicians who can carry out music activities for culturally diverse groups. Based on previous studies, we identified a need for research-based practices for training musicians and music teachers who wish to facilitate community music projects. We believe that it is important to incorporate reflexive practice in order to inform the planning of the workshops, but also to support the needs of the participants. The article examines the evolution of the pedagogical practice of the artist-facilitator in active music making with children, during a series of movement-based musical workshops at an asylum seeker center in Netherlands. We used an exploratory case study integrating Action Research, in order to focus on the artist-facilitator's pedagogical practice, the participatory role of the children and the content of this type of workshops. The researchers describe the adopted pedagogical approach based on a set of guiding principles and key components that supported the design and content of the workshops. Based on a cyclical process (plan-act-observe-evaluate), the findings from every cycle were incorporated in the next one by analyzing the video footage of the workshops and the immediate reflections of the artist-facilitator. Data analysis revealed a set of recurring themes that reflect crucial aspects of the artist-facilitator's practice. Furthermore, a set of pedagogical implications are proposed that can be directly implemented within the practice of artists-facilitators who wish to engage in activities with children at asylum seeker centers

How education can be leveraged to foster adolescents’ nature connection

Scientific research on the relationship between nature and health/wellbeing has increased dramatically in recent years. Contact with nature during childhood, both within formal and informal learning contexts, has diverse demonstrated positive effects on young people. In this chapter, we present the results of an interdisciplinary systematic literature review that brings together key insights on the relevance of outdoor leaning from the health and education sciences perspectives. Research highlights the outdoors as an important context for learning with great potential for increased motivation in students. Empirical evidence also supports that contact with nature positively effects students’ performance and school well-being. Moreover, literature also clearly demonstrates that learning in and about nature holds great potential for stimulating nature connection among young people. By extension, it can contribute to long-term and intrinsic motivation among citizens to take up a commitment to protect and conserve (local) nature. Nature connection is a known predictor of sustainable environmental behavior inside and outside of school, as well as later in life. Studies also report on positive health effects of nature contact. Many studies point toward mental health, stress reduction, and ability to concentrate in particular. There is growing evidence that exposure to nature during childhood can positively influence cognitive development and mental health, ranging from emotional and behavioral effects to reduced risk of mental health problems later in life. Because of the health and educational benefits, residential green space is receiving more and more attention, also when it comes to health inequality: unequal access to or proximity of green space in the residential or learning environment can contribute to health inequality. This means that attention in education to nature contact can make an important contribution to counteracting health inequalities among young people. Natural environments provide children with unique opportunities to develop themselves and feel better mentally, with positive effects on school performance, endorsing the potential importance of green playgrounds for students’ mental well-being. Finally, we will show that the promotion of nature connection during childhood, e.g., through school interventions, can thus contribute to health and well-being at the individual level, but also to a more sustainable society