School -Based Reflection (Sbr): Engaging External Accountability Using Critical Reflection

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Samuels, Maurice C.

Contributors dc:contributor

• Ryan, Katherine E.

• Education, Special

Language dc:language

eng

Identifier

(MiAaPQ)AAI3314882

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80040