14)
List of contributors
A Developmental and Negotiated Approach to School Self-Evaluation
ISBN: 978-1-78190-704-7
ISSN: 1474-7863
Publication date: 28 November 2013
Citation
(2013), "List of contributors", A Developmental and Negotiated Approach to School Self-Evaluation (Advances in Program Evaluation, Vol. 14), Emerald Group Publishing Limited, Leeds, pp. ix-x. https://doi.org/10.1108/S1474-7863(2013)0000014031
Publisher
:Emerald Group Publishing Limited
Copyright © 2013 Emerald Group Publishing Limited
| Mere Berryman | Faculty of Education, University of Waikato, Hamilton, New Zealand |
| Steffan Brough | Education Review Office, Auckland, New Zealand |
| Gavin T. L. Brown | Faculty of education, University of Auckland, Auckland, New Zealand |
| Stephen Dobson | Hedmark University College, Hamar, Norway |
| Lorna M. Earl | Lorna Earl & Associates, Toronto Canada; Faculty of Education, University of Auckland, Auckland, New Zealand |
| Rebecca Jesson | Faculty of Education, University of Auckland, Auckland, New Zealand |
| Val Klenowski | School of Learning and Professional Studies, Queensland University of Technology, Queensland, Australia |
| Saville Kushner | Faculty of Education, University of Auckland, Auckland, New Zealand |
| Mei Lai | Woolf Fisher Research Centre, University of Auckland, Auckland, New Zealand |
| Stuart McNaughton | Woolf Fisher Research Centre, University of Auckland, Auckland, New Zealand |
| Carol Mutch | Faculty of Education, University of Auckland, Auckland, New Zealand |
| Judy M. Parr | Faculty of Education, University of Auckland, Auckland, New Zealand |
| Viviane M. J. Robinson | Faculty of Education, University of Auckland, Auckland, New Zealand |
| Katherine E. Ryan | College of Education, University of Illinois, Champaign, IL, USA |
| Kim Schildkamp | Faculty of Behavioural Sciences, University of Twente, The Netherlands |
| Helen Simons | University of Southampton, Southampton, UK |
| Ola Johan Sjøbakken | Hedmark University College, Hamar, Norway |
| Jennifer Timmer | College of Education, University of Illinois, Champaign, IL, USA |
| Helen S. Timperley | Faculty of Education, University of Auckland, Auckland, New Zealand |
| Steve Tracey | Education Review Office, Auckland, New Zealand |
| Jan Vanhoof | University of Antwerp, Antwerp, Belgium |
| Peter Van Petegem | University of Antwerp, Antwerp, Belgium |
| Adrie Visscher | Faculty of Behavioural Sciences, University of Twente, The Netherlands |
| Aaron Wilson | Woolf Fisher Research Centre, University of Auckland, Auckland, New Zealand |
| Annette Woods | School of Early Childhood, Queensland University of Technology, Queensland, Australia |
- A developmental and negotiated approach to school self-evaluation
- Advances in program evaluation
- A Developmental and Negotiated Approach to School Self-evaluation
- Copyright Page
- List of contributors
- Preface: Walking backwards into the future
- Enhancing the quality of education through school self-evaluation
- Introduction to the New Zealand case
- The New Zealand educational context: Evaluation and self-review in a self-managing system
- AsTTle – A national testing system for formative assessment: How the national testing policy ended up helping schools and teachers
- A thousand flowers blooming: The implications of school self-review for policy developers
- Evaluation in effective research-practice partnerships
- Introduction to the education review office chapters
- Developing a conceptual framework for school review
- Changing the professional culture of school review: The inside story of ERO
- Evaluation as a double-edged sword: Building schools’ evaluative capability while evaluating their efforts in raising achievement
- Leaders’ use of classroom evidence to understand, evaluate and reform schooling for indigenous students
- School improvement through theory engagement
- Looking forward: Evaluation in New Zealand education
- New Zealand style school review: A view from outside
- An Introduction to International Contrasts
- School self-evaluation in the longer time scale. Experiences from a small Scandinavian state
- Data-centered school self-evaluation in the Netherlands: Characteristics and prerequisites
- Exploring the possibilities and methodological challenges of evaluation practice: A democratic question
- Judging and explaining the quality of school self-evaluations: Indicators and findings on meta-evaluation from a Flemish perspective
- About the Editors
- About the Authors