Investigating Architectural Quality Theories for School Evaluation
Investigating Architectural Quality Theories for School Evaluation
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研究学校评估的建筑质量理论
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发表时间：
2009
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通讯作者：
Erland Flygt
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作者：
Erland Flygt
本文对用于评估瑞典义务学校的工具进行了批判性回顾，这是研究学校建筑与学习之间关系的博士项目的一部分。与许多国家一样，在瑞典，评价工具既用于提高学校质量，也作为根据新的公共管理政策提供问责制的一种手段。自1990年代初以来，瑞典市政当局一直负责义务学校，尽管瑞典有很强的评价传统，但目前的报告表明，许多学校建筑不适合教师和学生的活动。现有的评价工作似乎并不有效。本文的一个基本假设是，“质量”是一个难以捉摸的概念，学校评估工具需要一个适当的理论框架才能可行。本文利用理论和实证文献对这一理论框架进行了探讨。研究结果显示，评估学校建筑的相关标准应在地方层面上制定，以反映最终用户在特定学习环境中的实际需求。文章的结论是，学校评价工具的理论基础可以用建筑质量理论来重新思考。
This article presents a critical review of instruments used to evaluate compulsory schools in Sweden and is part of a doctoral programme project investigating the relationship between school architecture and learning. In Sweden, as in many countries, evaluation instruments are used both to improve school quality and as a means to provide accountability according to new public management policies. Since the early 1990s, the Swedish municipalities have been responsible for compulsory schools and, despite a strong evaluative tradition in Sweden, current reports indicate that many school buildings do not fit the activities of teachers and pupils. Existing evaluative efforts do not seem to be effective. A basic assumption of this article is that ‘quality’ is an elusive concept and that instruments for evaluation of schools need an adequate theoretical framework in order to be feasible. Drawing on both theoretical and empirical literature the article explores this theoretical framework. The findings suggest that relevant criteria for the evaluation of school architecture should be motivated on a local level to reflect actual needs of end users in a specific learning context. The article concludes that the theoretical foundation of instruments for evaluation of schools could be reconsidered using architectural quality theories.