Promoting Collaboration Toolset
for equity and learning

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References
  • Afonso J. Almerindo (2010). Políticas educativas e auto-avaliação da escola pública portuguesa: apontamentos de uma experiência. Est.Aval: Educ., São Paulo, v.21. n.46, p.343-362.
  • Baxter, J. (2013). Learning by inspection: Research Report – English case study. Milton Keynes, UK, The Open University. Sisyphus, vol. 2, 1, 2014.
  • Baxter, J., & Clarke, J. (2012). What counts as success in inspection in England – Shifting Criteria? Paper presented at the European Conference for Educational Research. Network 23 Symposium “Governing by inspection: national developments. Cadiz Spain. Sisyphus, vol. 2, 1, 2014.
  • Camacho, S. (2012). Entre as promessas de autonomia e as práticas do diretor escolar: desafios e estratégias na direção de um agrupamento de escolas. Dissertação de Mestrado I.E. - U.L.
  • Climaco, C. (2005). A Avaliação das escolas- experiência e institucionalização. Conferência Internacional Autonomia das escolas. Fundação Calouste Gulbenkian, 2006.
  • Deforges, C. & Abouchaar, A. (2003).The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment: A Literature Review. Department for Education and skills: Queens Printer. Available at: http://bgfl.org/bgfl/custom/files_uploaded/uploaded_resources/18617/desforges.pdf
  • Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). School, Family, and Community Partnerships: Your Handbook for Action. Thousand Oaks, CA: Corwin Press.
  • Fletcher, A. (2003). Meaningful Student Involvement Resource Guide, The Freechild Project, Washington, USA. Available at: http://www.soundout.org/MSIResources.pdf
  • Fletcher, A. (2005). Meaningful Student Involvement: Guide to students as partners in school change, SoundOut.org and Human Links Foundation. Available at: http://www.soundout.org/MSIIdeaGuide.pdf
  • Issakyan, I., & Lawn, M., & Ozga, J. & Shaik, F. (2008). The social and cognitive mapping of policy – The education sector in Scotland. Know and Pol, orientation 1, WP6, 2008.
  • Ozga, J. and Lawn, M. (2013). Frameworks of Regulation: Evidence, Knowledge and Judgement in Inspection. Introduction. Sisyphus, vol. 2, 1, 2014.
  • Ozga, J. (2014). Knowledge, Inspection and the Work of Governing. Sisyphus, vol. 2, 1, 2014.
  • Oliveira, L. (2013) Leadership in the promotion of school organization improvement. Dissertation submited in partial fufillment of the requirements for the degree of Master of Education. ESEAG, Lisbon.
  • Minckler (2014). School leadership that builds teacher social capital. Educational Management Administration & Leadership. Belmas. vol. 42, 5, 2014.
  • Rianne, Mahon (2008). The post bureaucracy shift: between path dependency, bricolage and translation. Commentary on the orientation 1 of the KNOW&POL project.
  • Torres, L.L. (2013). Liderança singular na escola plural: as culturas da escola perante o processo de avaliação externa. Revista Lusófona de Educação, 23, pp.51-76.
  • Veloso, L. (org.) (2013). Escolas e Avaliação Externa. Mundos Sociais, Lisboa.
  • Veloso, L., Abrantes, P., & Craveiro, D. (2011). A Avaliação Externa de Escolas como Processo social. Educação, Sociedade & Culturas, nº 33, 2011, pp.69-88.

    Web resources
  • http://www.educationscotland.gov.uk/inspectionandreview/sharingpractice
  • http://edglossary.org/stakeholder/
  • http://www.childtrends.org/?indicators=parental-involvement-in-schools
  • http://www.csos.jhu.edu/p2000/sixtypes.htm
  • http://bgfl.org/bgfl/custom/files_uploaded/uploaded_resources/18617/desforges.pdf
  • http://www.ernape.net/
  • http://www.lemproject.eu/in-focus/news/real-pearl-not-only-children-need-to-be-taught
  • http://www.csos.jhu.edu/p2000/center.htm
  • http://www.npc.ie/
  • http://www.escoladaponte.pt/site/
  • http://www.schoolcouncils.org/

    Content development team
    This toolset has been prepared by the Universidade Lusófona de Humanidades e Tecnologias (ULUT) Team (Portugal), consisted of Maria do Carmo Clímaco Oliveira and Ana Paula Silva, for the European Policy Network on School Leadership (EPNoSL).

    The content authors want to express their gratitude to those who commented on the toolset and gave precious contributions to improve it. Eszter Salamon, President of European Parents Association, has to be named for being the most committed of all. All the imperfections of this toolset are the authors' exclusively responsibility.