Bovo, Jessica (2008) Le molte qualitĂ delle scuole. Un framework per la valutazione di sistema negli istituti di istruzione secondaria. [Tesi di dottorato]
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The problem in defining the meaning of quality in the school system is given by the issue that in such a system there isn't just one but different point of view: it depends by the different actors' perspective (governments, managers, programmers administrators, headmasters, teachers, students and parents).
This research aims to check the hypothesis on the possibility to characterize and to propose a modality that allows an evaluation of system of the scholastic institutions of higher instructions in participated way and due to enquire into all the fields of school (organization, teaching and learning), in particular in teachers'professional profiles.
This modality could be the framework. This terms is referred to a "work structure" as a shared and well organized basis in order to carry out a job.
The framework proposed gives in fact a series of ideas, concepts, script of job and guidelines managed in order to allow to the system evaluation, involving all the subjects that work in the school and outside of it (managers, teachers, all personnel, students, parents and stakeholders). The framework proposed it is a systematic instrument because it allows to the evaluation of all the fields of the school (organization, instruction and learning), it is flexible because it supplies adaptable guide lines adaptable to the several contexts in which the schools are inserted and allows the sharing between different subjects through the participation to evaluation activity inside of a website.
This tools constitutes also an important instrument of research, because it can be considered as a map in order to characterize the route: it allows the schools to know the points of view of several the subjects and, on this basis, to orient to the continuous improvement of the teachers' professionality.
The planning of the framework has been organized on the basis of a series of previous analyses. It has been drown theoretical framework on the system evaluation and it has been characterizes some theoretical references that could be in line with the purposes of framework (constructivism, eco-systemic approach, reference to the uncertainty dimension).
The first analysis is based on comparative analysis of some models of evaluation, self-evaluation and certification used in Italy, in order to characterize common and not common elements. On the basis of this comparison it has been also elaborated a grill of integrated pointers. Moreover, the grill has allowed to elaborate some instruments for carry out case studies in some scholastic institutions. We have used interviews and analysis of documents given by the schools and by the same interviews.
On the basis of these elements, it was decided to analyse teaching evaluation.
It was examined the aspects of teachers' competences.
The elaboration of the framework was realized on the basis of a solid analysis on the literature in the sector and in coherence with the theoretical references.
The framework is also corroborate by some academic and school experts of Veneto area.
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