Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools
Thesis (PhD)--University of Pretoria, 2015.
Saved in:
| Other Authors: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
University of Pretoria
2018
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613660732456960 |
|---|---|
| access_status_str | Open Access |
| author2 | Howie, Sarah J. |
| author_browse | Howie, Sarah J. |
| author_facet | Howie, Sarah J. |
| collection | Thesis |
| dc_rights_str_mv | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2015. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/63608 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:41.079Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/63608 The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools Howie, Sarah J. elizabeth.garira@gmail.com Plomp, Tjeerd Garira, Elizabeth Design principle School self-evaluation framework School self-evaluation Quality of education Preliminary phase UCTD Education theses SDG-04 Education theses SDG-09 Education theses SDG-16 Thesis (PhD)--University of Pretoria, 2015. There are growing concerns about quality of education in schools in many countries, and education systems implement mechanisms like school inspection, an external education quality assurance measure, to evaluate their education. Realising that effective improvement of education quality may be achieved from within rather than from outside, many education systems are adopting School Self-Evaluation (SSE), an internal evaluation process, to evaluate quality of education. This study attempted to identify the characteristics of effective SSE frameworks in order to develop one for Zimbabwean primary schools. The study utilised exemplary frameworks as facilitators for introducing SSE practices in Zimbabwe and was guided by the following question: What are the characteristics of an effective SSE framework for improving classroom quality in Zimbabwean primary schools? The study espoused design research approach which aims to provide solutions to various education problems. The study comprised three phases, the preliminary phase which included a literature review and a needs analysis with the former aimed to gain insight into the efficacy of SSE in evaluating quality of education. The needs analysis sought to establish how education is evaluated in Zimbabwean primary schools. The second, the prototyping phase, involved developing and formatively evaluating various prototypes. The last phase, a semi-summative evaluation, involved field-testing and appraisal of the intervention. Interviews and questionnaires were used to collect data. Six design principles were generated with the main ones being to engage stakeholders in developing SSE frameworks, to agree on the need for SSE initiative and to define the quality indicators in context. The main characteristics of the SSE framework were that it should have a clear purpose, be context specific, and should focus on what is essential for education. The main conclusion of the study is that there are no clear policy guidelines for Zimbabwean primary schools, coupled with lack of SSE instruments, to engage in self-evaluation of quality of education and therefore, no meaningful SSE takes place. An SSE framework with procedural guidelines developed in this research appears to be relevant, feasible and is expected to be effective for use in Zimbabwean primary schools. Some recommendations were made in order to improve Zimbabwe‟s quality of education. Centre for Evaluation and Assessment (CEA) University of Pretoria bs2026 Science, Mathematics and Technology Education PhD Unrestricted SDG-04: Quality education SDG-09: Industry, innovation and infrastructure SDG-16: Peace, justice and strong institutions 2018-01-18T12:03:47Z 2018-01-18T12:03:47Z 2015 2015 Thesis Garira, E 2015, The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/63608> A2015 http://hdl.handle.net/2263/63608 en © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Design principle School self-evaluation framework School self-evaluation Quality of education Preliminary phase UCTD Education theses SDG-04 Education theses SDG-09 Education theses SDG-16 The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools |
| title | The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools |
| title_full | The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools |
| title_fullStr | The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools |
| title_full_unstemmed | The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools |
| title_short | The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools |
| title_sort | development of a school self evaluation framework for classroom quality in zimbabwean primary schools |
| topic | Design principle School self-evaluation framework School self-evaluation Quality of education Preliminary phase UCTD Education theses SDG-04 Education theses SDG-09 Education theses SDG-16 |
| url | http://hdl.handle.net/2263/63608 |