Effects of quality assurance and evaluation on schools’ room for action

Show full item record




Gurova , G , Candido , H & Zhou , X 2018 , Effects of quality assurance and evaluation on schools’ room for action . in J Kauko , R Rinne & T Takala (eds) , Politics of Quality in Education : A Comparative Study of Brazil, China, and Russia . Routledge research in international and comparative education , Routledge , London , pp. 137-160 . https://doi.org/10.4324/9780203712306-7

Title: Effects of quality assurance and evaluation on schools’ room for action
Author: Gurova, Galina; Candido, Helena; Zhou, Xingguo
Other contributor: Kauko, Jaakko
Rinne, Risto
Takala, Tuomas
Contributor organization: Department of Education
AGORA for the study of social justice and equality in education -research centre
Publisher: Routledge
Date: 2018
Language: eng
Number of pages: 24
Belongs to series: Politics of Quality in Education
Belongs to series: Routledge research in international and comparative education
ISBN: 978-1-138-55973-8
DOI: https://doi.org/10.4324/9780203712306-7
URI: http://hdl.handle.net/10138/310210
Abstract: The chapter investigates the ways in which local authorities utilise quality assurance and evaluation (QAE) to govern schools. It also studies how schools react to QAE policies as political actors, that is, how they use them to obtain resources and power. The analysis draws on a combination of governance theories and on an understanding of the political frame of organisational analysis. Data were collected in selected localities in Brazil, China, and Russia through document analysis, interviews, and observations. We demonstrate that QAE instruments are reinterpreted locally in accordance with pre-existing practices of quality control and school governance and are biased towards local actors’ political interests. High-performing schools can thus utilise QAE policies to draw political power from sources such as expertise, access to agenda setting, and the construction of networks and coalitions, while low performers are increasingly disadvantaged. Schools’ reputations act as a key to virtuous or vicious cycles in which schools find themselves ensnared in the implementation of performance evaluation. Room for action for those schools which oppose new QAE policies is quite scarce. However, schools can practise hidden resistance and to some extent avoid the penetration of QAE tools in schools’ internal processes.
Subject: 516 Educational sciences
Peer reviewed: Yes
Rights: cc_by_nc_nd
Usage restriction: openAccess
Self-archived version: publishedVersion

Files in this item

Total number of downloads: Loading...

Files Size Format View
10.4324_9780203712306_7.pdf 206.6Kb PDF View/Open

This item appears in the following Collection(s)

Show full item record