Exploring parent and student engagement in school self-evaluation in four European countries

Martin Brown, Gerry McNamara, Sakir Cinkir, Jerich Faddar, Maria Figueiredo, Jan Vanhoof, O Joe, Craig Skerritt, O Shivaun, Gul Kurum, Henrique Ramalho, Joao Rocha

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)


The purpose of this paper, which is part of a three-year EU Erasmus+-funded study titled textquotesingle Distributed Evaluation and Planning in SchoolsDEAPS), is to provide an analysis of policies, structures, processes, supports and barriers that exist to enable or inhibit the involvement of students and parents in school evaluation in four European countries (Belgium, Ireland, Portugal and Turkey). Document analysis was used for this study and some 348 peer-reviewed articles, and 28 national and transnational policy documents were included in the analysis. Based on this review it would be reasonable to suggest that the student/parent voice agenda around evaluation in schools remains, by and large, aspirational. It is extolled in policy but in practice is mainly tokenistic with very little evidence of impact on the work of schools. In light of this, it is argued that government and school-level policies and strategies need to be reconsidered to enhance studentstextquotesingle and parents significant further empirical research on the limitations on and conditions necessary for stakeholder voice in education is required.
Original languageEnglish
Pages (from-to)159-175
Number of pages17
JournalEuropean educational research journal
Issue number2
Publication statusPublished - Mar 2021

Bibliographical note

Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The authors wish to acknowledge that this research was made possible by funding through the Erasmus+ project: Distributed Evaluation and Planning in Schools (DEAPS) (Grant No. 2017-1-IE01-KA201-025693).

Publisher Copyright:
© The Author(s) 2020.

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


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