School -Based Reflection (Sbr): Engaging External Accountability Using Critical Reflection
Samuels, Maurice C.
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Permalink
https://hdl.handle.net/2142/80040
Description
Title
School -Based Reflection (Sbr): Engaging External Accountability Using Critical Reflection
Author(s)
Samuels, Maurice C.
Issue Date
2008
Doctoral Committee Chair(s)
Ryan, Katherine E.
Department of Study
Educational Psychology
Discipline
Educational Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Special
Language
eng
Abstract
The study addressed two questions: What are the challenges of moving SBR from theory to practice? and To what extent and in what ways did the SBR process constitute a meaningful and useful school-based evaluation process? To answer these questions, the study used qualitative methods to portray the complexity and uniqueness of implementing SBR in a specific context. Findings from this study demonstrated the challenges in implementing a democratic and culturally responsive school-based evaluation approach, how school-based evaluation can be used to assist schools in building internal capacity to meet external demands by thinking evaluatively, and how teachers can help each other with improving teaching and learning.
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