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Publication Detailed Description
Journal Title
Frontiers in Education
Year (definitive publication)
2022
Language
English
Country
Switzerland
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Abstract
In the context of schools’ growing autonomy, external evaluation mechanisms, including External Evaluation of Schools (EES), are increasingly central to educational policies. This paper is based on the documentary analysis of all reports of the third cycle of EES in Portugal (77 reports), focusing on two of the sections of those reports—the strengths and areas for improvement identified in them. The analysis intends to uncover the areas EES is currently stressing as relevant to assess schools’ quality and identify tendencies across years of implementation and territorial areas (TAs). The results identify some impacts from the TAs, highlighting the effects of the agents interpreting and implementing the policies. Some areas are highlighted as critical—such as the impact of self-evaluation, management, curriculum management, supervision and accompaniment of teaching practices, evaluation, pedagogical practices, or the analysis and improvement of the results. These areas are aligned with broader educational policy priorities.
Acknowledgements
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Keywords
External evaluation of schools,School improvement,Documentary analysis,Strengths,Improvement opportunities,School autonomy
Fields of Science and Technology Classification
- Educational Sciences - Social Sciences
- Sociology - Social Sciences
Funding Records
| Funding Reference | Funding Entity |
|---|---|
| UIDB/04372/2020 | Fundação para a Ciência e a Tecnologia |
| UIDP/04372/2020 | Fundação para a Ciência e a Tecnologia |
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