Drivers for student and parent voice in school self-evaluation activities : a cross-country analysis of Flanders (Belgium), Ireland and Portugal

Jerich Faddar, Jan Vanhoof, Martin Brown, Maria Figuereido, Sakir Cinkir, Joe Ou8217Hara, Gerry McNamara

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

School self-evaluation (SSE) has become a key strategy in terms of safeguarding educational quality. In order to reach its full potential, it is argued that parents and students should be given a role in an SSE process, as they can help understand the complex environment in which schools operate. However, little is known about how different education systems include parent and student voice in SSE activities, and what driving factors at the individual, system and organisational level can foster this. This study reports on an international survey among school management team members in Flanders (Belgium), Ireland and Portugal. The results show statistically significant differences between countries in terms of parent and student voice in SSE. In particular, driving factors at the system and organisational level are found to explain differences in parent and student voice inclusion in SSE. The paper discusses the implications for researchers, policymakers, and the field of practice.
Original languageEnglish
Article number101067
Pages (from-to)1-11
Number of pages11
JournalStudies in Educational Evaluation
Volume71
DOIs
Publication statusPublished - Dec 2021

Bibliographical note

Funding Information:
This manuscript reports on research activities funded by Leargas, Ireland’s national Erasmus+ agency , with grant number: 2017-1-IE01-KA201-025693 .

Publisher Copyright:
© 2021 Elsevier Ltd

Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.

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