ABSTRACT

During recent years many European countries have modernized the governance of their education systems according to an ‘evidence-based model’ which, e.g., materialized in new school inspections and comparative performance assessment. Qualitative case study data of six primary and secondary schools is used to explore in-school processes of sensemaking and constructing consequences of the Austrian performance standard policy (which is taken as an exemplar for evidence-based reforms). Teachers’ understandings and actions are compared with the normative claims underlying this policy. Results show that only two of the five processes claimed to be effective for school improvement through performance standards are found in the data.

摘要

近年来，许多欧洲国家根据“基于证据的模式”对其教育系统的治理进行了现代化改造，例如，在新的学校检查和比较绩效评估中得到体现。六所中小学的定性案例研究数据用于探索奥地利绩效标准政策（作为循证改革的典范）的意义建构和建构后果的校内过程。将教师的理解和行动与该政策背后的规范性主张进行比较。结果表明，在数据中发现声称通过绩效标准对学校改进有效的五个过程中只有两个。