Fondo de apoyo a la investigación en contexto de pandemia Apertura: 03 de septiembreCierre: 23 de septiembre
Fondo de apoyo a revistas académicas UAH Apertura: 20 de agostoCierre: 10 de septiembre
Concurso Interno de Fomento a la Investigación (ejecución 2021) Apertura: 10 de agostoCierre: 7 de septiembre
Concurso de Sabáticos Apertura: 03 de agostoCierre: 28 de agosto
Concurso Asistencia a Congresos y Seminarios en el Extranjero 2020 – Convocatoria I Apertura: 04 de noviembre de 2019Cierre: 22 de noviembre a las 17:00 hrs.
Do national test scores and quality labels trigger school self-assessment and accountability? A critical analysis in the Chilean context
Using qualitative data from two Chilean public schools,I interrogate the expectation that standardised testing motivates staff to critically self-assess themselves and to be accountable for failing evaluations. The research findings bring new insights into looking at ways in which school members,especially head managers,strategically debate,highlight and obscure scores,classifications and ranking positions to generate narratives of institutional success,while defending themselves from negative outcomes. Members are both disciplined by state technologies,but are also actively committed to produce school identity narratives in creative ways as a manner to make sense of the school and maintain its value.
Información de Publicación
Autores:
Alejandra Falabella
Institución: Universidad Alberto HurtadoFacultad: EducaciónUnidad: Educación
Do national test scores and quality labels trigger school self-assessment and accountability?: A critical analysis in the Chilean context.
Using qualitative data from two Chilean public schools, I interrogate the expectation that standardised testing motivates staff to critically selfassess themselves and to be accountable for failing evaluations. The research findings bring new insights into looking at ways in which school members, especially head managers, strategically debate, highlight and obscure scores, classifications and ranking positions to generate narratives of institutional success, while defending themselves from negative outcomes. Members are both disciplined by state technologies, but are also actively committed to produce school identity narratives in creative ways as a manner to make sense of the school and maintain its value.
Información de Publicación
Autores:
Alejandra Falabella
Institución: Universidad Alberto HurtadoFacultad: EducaciónUnidad: Educación
