First published in 1987. The central concept of the book is that of 'democratic' evaluation, one of the most influential ideas in the development of education practice in this country since professional evaluation emerged in the 1960s. The question explored, through an examination of the theory and practice of democratic evaluation, is whether it is possible to both posit and practice an approach to evaluation that provides an effective curb on the derivatisation and centralisation of information for educational decision-making. The book documents the emergence of politically conscious evaluation in this country and through two detailed cases explores the strengths and weaknesses of democratic theory in practice. Issues concerning the rights, obligations and freedoms of evaluators in the conduct and dissemination of evaluations are discussed.
Autorentext
Helen Simons is Senior Lecturer and Chairperson of the Curriculum Studies Department at the University of London Institute of Education.
Zusammenfassung
First published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.
Inhalt
Chapter 1 The Nature and Development of Evaluative Inquiry; Chapter 2 The Political Implications of Evaluation Theory: A Closer Look; Chapter 3 The Evolution of the Case Study Approach; Chapter 4 Democratic Principles in Practice: A Case Study in a Comprehensive School; Chapter 5 Losing Control: Reflections on the Case; Chapter 6 The Right to Know: A Dispute about the Dissemination of an Evaluation Report; Chapter 7 What is Reasonable? Reflections on the Case; Chapter 8 The Demand for School Knowledge: For Whom by Whom?; Chapter 9 School Self-Evaluation -Schemes and Scepticism; Chapter 10 Getting to Know Schools - The Next Step;