Changing Classrooms Through Inspection

Abstract

This article reports the findings from a preliminary study of the impact of OfSTED (Office for Standards in Education) inspections on classroom change. The study utilized a case study approach to investigate teacher perceptions, responses and intentions to change their classroom practice as a result of the inspection process. Five comprehensive secondary schools from a range of socio-economic backgrounds provided data using a multiple methodological approach. The findings from the study suggest that the school context and culture are important factors in determining teacher perceptions, responses and intentions to change classroom practice as a result of inspection.