Exploring parent and student engagement in school self-evaluation in four European countries

Adelman, H, Taylor, L (2007) Systemic change for school improvement. Journal of Educational and Psychological Consultation 17(1): 55–77.
Google Scholar | Crossref

Aksoy, MM (2011) Öğrenci meslicleri nedir? 13 Nisan 2018 tarihinde [What is a Childrens Council]. Available at: https://ogrencimeclisi.wordpress.com/sitesindenalınmıştır (accessed 13 April 2018).
Google Scholar

Aydın, İ (2013) Öğretimde denetim (Supervision in education). 4th edn. Ankara: Pegem Akademi.
Google Scholar

Barr, J, Saltmarsh, S (2014) ‘It all comes down to the leadership’: The role of the school principal in fostering parent–school engagement. Educational Management Administration & Leadership 42(4): 491–505.
Google Scholar | SAGE Journals | ISI

Başaran, İE, Çınkır, Ş (2013) Türk eğitim sistemi ve okul yönetimi (Turkish education system and school management). Ankara: Siyasal Kitabevi.
Google Scholar

Beckmann, A, Cooper, C, Hill, D (2009) Neoliberalisation and materialisation of ‘education’ in England and Wales – a case for reconstructing education. Journal for Critical Education Policy Studies 7(2): 311–345.
Google Scholar

Bowen, GA (2009) Document analysis as a qualitative research method. Qualitative Research Journal 9(2): 27–40.
Google Scholar | Crossref

Borkan, J (1999) Immersion/crystallisation. In: Crabtree, BF, Miller, W (eds) Doing Qualitative Research. 2nd edn. London: SAGE, pp.179–194.
Google Scholar

Brown, M (2013) Deconstructing evaluation in education: The case of Ireland. PhD Thesis, Dublin City University. Available at: http://doras.dcu.ie/19382/ (accessed 12 March 2018).
Google Scholar

Brown, M, McNamara, G, O’Hara, J (2016a) Quality and the rise of value-added in education: The case of Ireland. Policy Futures in Education 14(6): 810–829.
Google Scholar | SAGE Journals | ISI

Brown, M, McNamara, G, O’Hara, J, et al. (2016b) Exploring the changing face of school inspections. Eurasian Journal of Educational Research (66): 1–26. https://doi.org/10.14689/ejer.2016.66.1
Google Scholar

Brown, M, McNamara, G, O’Hara, J, et al. (2017) Striking a balance? The continuing evolution of Inspection and school self-evaluation in Ireland. In: Baxter, J (ed.) School Inspectors: Operational Challenges in National Policy Contexts. London: Springer, pp. 71–96.
Google Scholar | Crossref

Brown, M, McNamara, G, O’Hara, J, et al. (2018) Integrated co-professional evaluation? Converging approaches to school evaluation across frontiers. Australian Journal of Teacher Education 43(12): 76–90.
Google Scholar | Crossref

Byrne, D, Smyth, E (2011) Behind the Scenes? A Study of Parental Involvement in Post Primary Education. Dublin: Economic and Social Research Institute.
Google Scholar

Carrington, S, Robinson, S (2006) Inclusive school community: Why is it so complex? International Journal of Inclusive Education 10: 323–334.
Google Scholar | Crossref

Carroll, M (2007) One more time: What is supervision? Journal of Psychotherapy in Australia 13(3): 34–40.
Google Scholar

Cautreels, P, Van Petegem, P (2006) Ik zie, ik zie wat jij niet ziet. Collegiale visitatie als hefboom voor schoolontwikkeling (I see, I see what you can’t see: Collegial visits as a catalyst for school development). Mechelen: Wolters Plantyn.
Google Scholar

Cook-Sather, A (2002) Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational Researcher 31(4): 3–14.
Google Scholar | SAGE Journals

Cosgrove, J, Gilleece, L (2012) An international perspective on civic participation in Irish post-primary schools: Results from ICCS. Irish Educational Studies 31(4): 377–395.
Google Scholar | Crossref

Çınkır, Ş (2014) Çeşitli ülkelerde eğitim denetimi ve müfettişlerin eğitimi, seçim ve atama ölçütleri (Educational supervision and training, selection and appointment of supervisors in various countries). In: From past to future educational supervision and supervisorship panel, Bilkent University, Turkey, 18 December.
Google Scholar

Darmody, M, Smyth, E (2013) Governance and Funding of Voluntary Secondary Schools in Ireland. Dublin: Economic and Social Research Institute.
Google Scholar

Department of Education and Skills (2012a) Circular 0040/2012, Implementation of school self-evaluation – post primary.
Google Scholar

Department of Education and Skills (2012b) Circular 0040/2012, Implementation of school self-evaluation – primary.
Google Scholar

Department of Education and Skills (2016) A Guide to Inspection in Post-Primary Schools. Dublin: Stationery Office.
Google Scholar

Dillon, S (2012) ‘The way I see it is . . .’: Whole-school evaluation in Irish post-primary schools from the perspectives of principals, teachers, parents and students. PhD Thesis, Dublin City University, Ireland.
Google Scholar

Donaldson, G (2013) The SICI Bratislava memorandum on inspection and innovation. Available at: http://www.sici-inspectorates.eu/About-us/Vision-mission/The-Bratislava-Memorandum-is-on-the-Website (accessed 20 October 2017).
Google Scholar

European Commission (2015) Assuring Quality in Education: Policies and Approaches to School Evaluation in Europe. Luxembourg: Publications Office of the European Union.
Google Scholar

Faddar, J, Vanhoof, J (2018) Country Background Report Belgium (Flemish Community) on Distributed Evaluation And Planning in Schools. Antwerp: University of Antwerp.
Google Scholar

Figueiredo, M, Ramalho, H, Rocha, J (2018) Country Background Report on Distributed Evaluation and Planning in Portuguese Schools. Viseu: Instituto Politecnico De Viseu.
Google Scholar

Fleming, B (2016) Irish Education, 1922–2007: Cherishing All the Children? Dublin: Createspace Independent Publishing Platform.
Google Scholar

Fleming, D (2011) Student voice in Irish post-primary schools: Is the challenge too challenging? The Boolean, 66–70.
Google Scholar

Fleming, D (2015) Student voice: An emerging discourse in Irish education policy. International Electronic Journal of Elementary Education 8(2): 223–242.
Google Scholar

Gilleece, L, Eivers, E (2018) Primary school websites in Ireland: How are they used to inform and involve parents? Irish Educational Studies 37(4): 411–430.
Google Scholar | Crossref

Glickman, CD, Gordon, SP, Ross-Gordon, JM (2014) Denetim ve öğretimsel liderlik: Gelişimsel bir yaklaşım [SuperVision and Instructional Leadership: A Developmental Approach]. Ankara: Ani Publishing.
Google Scholar

Gonçalves, E (2017) Parents’ involvement and participation in Portugal. The European Conference on Educational Research, Reforming Education and the Imperative of Constant Change, Copenhagen, 24 August.
Google Scholar

Gordon, MF, Seahshore Louis, K (2009) Linking parent and community involvement with student achievement: Comparing principal and teacher perceptions of stakeholder influence. American Journal of Education 116(1): 1–31.
Google Scholar | Crossref | ISI

Hannes, M, Vanhoof, S (2017) De school door de bril van lokale partners. Het stakeholdersoverleg als platform voor kwaliteitszorg [The school through the lens of local partners: Stakeholder meetings as a platform for quality assurance]. In: Vanhoof, J, De Ruytter, G (eds) De rol van externen bij kwaliteitszorg [The role of external parties in quality assurance]. Brussels: Politeia, pp. 115–130.
Google Scholar

Hart, RA (1992) Children’s participation: From tokenism to citizenship. Florence: UNICEF.
Google Scholar

Hislop, H (2017) A co-professional approach to inspection for accountability and improvement: Progress and prospects in the Irish context. Inaugural Public Lecture to mark the incorporation of the Centre for Evaluation, Quality and Inspection within the DCU Institute of Education, Dublin, 11 May.
Google Scholar

Hooge, E, Burns, T, Wilkoszewski, H (2012) Looking beyond the numbers: Stakeholders and multiple school accountability. OECD Education Working Papers No. 85. OECD Publishing.
Google Scholar

Katipoğlu, İ (2016) Ministry of national education supervisors’ adoption level of risk-based supervision model and the consideration of ıts applicability at schools. Eurasian Journal of Educational Research 66: 407–428.
Google Scholar

LaRocque, M, Kleiman, I, Darling, SM (2011) Parental involvement: The missing link in school achievement. Preventing School Failure 55(3): 115–122.
Google Scholar | Crossref

Law no. 31/2002, of 20 December – approves the evaluation system for non-higher education, developing the regime foreseen in the Law no. 46/86, of 14 October (Comprehensive Law on the Education System) (together with Decree-Law no. 75/2008, 22nd April, amended by Decree-Law no. 137/2012, 2nd July).
Google Scholar

Lodge, A, Lynch, K (2000) Power: a central educational relationship. Irish Educational Studies 19(1): 46–67.
Google Scholar | Crossref

McNamara, G, O’Hara, J (2012) From looking at our schools (LAOS) to whole school evaluation-management, leadership and learning (WSE-MLL): The evolution of inspection in Irish schools over the past decade. Educational Assessment, Evaluation and Accountability, 24(2): 79–97.
Google Scholar | Crossref

Mager, U, Nowak, P (2012) Effects of student participation in decision making at school. A systematic review and synthesis of empirical research. Educational Research Review 7(1): 38–61.
Google Scholar | Crossref | ISI

Ministry of National Education (1995) Millî Eğitim Bakanlığı Millî Eğitim Müdürlükleri Yönetmeliği [Ministry of National Education Directorates regulation]. Available at: ”http://mevzuat.MoNE.gov.tr/html/2424_00.html (accessed 9 April 2018).
Google Scholar

Ministry of National Education (2012) Basic Law of National Education no. 1739. Ankara: Ministry of Education.
Google Scholar

Ministry of National Education (2014) Milli Eğitim Bakanlığına Bağlı Eğitim Kurumları Yöneticilerinin Görevlendirilmelerine İlişkin Yönetmelik [MoNE regulation on administrators of the educational institutions] (accessed 12 March 2019).
Google Scholar

Ministry of National Education (2018) MEB Öğretmen Performans Değerlendirme Yönetmelik Taslağı [MoNE Teacher performance evaluation regulation draft]. Available at: https://www.memurlar.net/haber/730414/meb-ogretmen-performans-degerlendirme-yonetmelik-taslagini-goruse-acti.html (accessed 13 April 2018).
Google Scholar

Murray, KW, Finigan-Carr, N, Jones, V, et al. (2014) Barriers and facilitators to school-based parent involvement for parents of urban public middle school students. SAGE Open 4(4): 1–12.
Google Scholar | SAGE Journals

O’Brien, S, McNamara, G, O’Hara, J, et al. (2019) Irish teachers starting on a journey of data use for school self-evaluation. Studies in Educational Evaluation 60: 1–13.
Google Scholar | Crossref

Office for Economic Co-operation and Development (2019) Education policy country snapshots. In: Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential. Paris: OECD Publishing, pp. 259–595.
Google Scholar

Professional Development Service for Teachers (2018) Professional development service for teachers background information. Available at: http://www.pdst.ie/about_us (accessed 23 November 2018).
Google Scholar

Rapp, N, Duncan, H (2012) Multi-dimensional parental involvement in schools: A principal’s guide. International Journal of Educational Leadership Preparation 7(1): 1–14.
Google Scholar

Ravn, B (1998) Involving parents in school decision-making: Formal and informal parental involvement in school. Childhood Education 74(6): 375–377.
Google Scholar | Crossref

Rudduck, J (2006) The past, the papers and the project. Educational Review 58(2): 131–143.
Google Scholar | Crossref | ISI

Santiago, P (2013) Trends in evaluation and assessment. In: Nusche, D, Radinger, D, Santiago, P, et al (eds) OECD Review on Evaluation and Assessment in Education: Synergies for Better Learning: An International Perspective on Evaluation and Assessment. Paris: OECD Publishing, pp.35–57.
Google Scholar

Skerritt, C (2019a) Privatization and ‘destatization’: School autonomy as the ‘Anglo neoliberalization’ of Irish education policy. Irish Educational Studies 38(2): 263–279
Google Scholar | Crossref

Skerritt, C (2019b) ‘I think Irish schools need to keep doing what they’re doing’: Irish teachers’ views on school autonomy after working in English academies. Improving Schools 22(3): 267–287.
Google Scholar | SAGE Journals | ISI

Smyth, J (2006) Educational leadership that fosters ‘student voice’. International Journal of Leadership in Education 9(4): 279–284.
Google Scholar | Crossref

Sousa, AB, Terrasêca, MM (2015) Processos de autoavaliação de escolas ou avaliação interna do sistema? (Schools self-evaluation processes or internal evaluation of the system?). Arquivos Analíticos de Políticas Educativas 23(115). http://dx.doi.org/10.14507/epaa.v23.2085
Google Scholar

Taymaz, H (2013) Eğitim sisteminde teftiş kavramlar ilkeler yöntemler (Supervision in education system: Concepts, principles and methods). 10th edn. Ankara: Pegem Akademi.
Google Scholar

Tüzün, I., Sarıışık, Y (2015) Türkiye’de Okullarda Çocuk Katılımı: Durum Analizi (Participation of children at schools in Turkey: A case analysis). İstanbul: İstanbul Bilgi Üniversitesi Yayınları.
Google Scholar

Vanhoof, J, Deneire, A, Van Petegem, P (2011) Waar zit beleidsvoerend vermogen in (ver)scholen? Aanknopingspunten voor zelfevaluatie en ontwikkeling (Where is policymaking capacity hidden in schools? Cruxes for self-evaluation and development). Mechelen: Plantyn.
Google Scholar

Vanhoof, J, Van Petegem, P, De Maeyer, S (2009) Attitudes towards school self-evaluation. Studies in Educational Evaluation 35: 21–28.
Google Scholar | Crossref

Verger, A, Curran, M (2014) New public management as a global education policy: Its adoption and re-contextualization in a Southern European setting. Critical Studies in Education 55(3): 253–271.
Google Scholar | Crossref

Yolcu, H (2011) Türkiye’de Eğitimde Yerelleşme ve Ailelerin Okul Yönetimine Katılımının Güçlendirilmesi: Değişen Ne? (Localisation and empowering the participation of parents in school management in Turkey). Kuram ve Uygulamada Eğitim Bilimleri 11(3): 1229–1251.
Google Scholar

Young, C, McNamara, G, Brown, M, et al. (2018) Adopting and adapting: school leaders in the age of data-informed decision making. Educational Assessment, Evaluation and Accountability 30(2): 133–158.
Google Scholar | Crossref