Abstracts - Earli

opinions of relevant stakeholders. This paper reports on a Delphi study that initiated acommunication process between Flemish (Belgian) stakeholders in order to explore differentpoints of view and arguments. The research method consisted of consulting a group of wellselectedexperts in two rounds. It resulted in a set of criteria for meta-evaluation. These involve thenature of action points in which a school self evaluation should result according to the respondentsand a list of agreed upon worthwhile effects. Necessary conditions put forward by the respondentsin order to realise these effects are described. The operational framework that is described enablesus to identify the strengths and weaknesses of (Flemish) schools with regard to relevant aspects ofschool self-evaluations.Questions about Learning (QaL). Analysis of a questionnaire about self-controlled learning invocational trainingBerger Jean-Louis, University of Geneva, SwitzerlandNadine Kipfer, Swiss Pedagogical Institute for Vocational Educati, SwitzerlandFredi Büchel, University of Geneva, SwitzerlandThe Question about Learning (QaL) has been created with the intention to identify learning andmotivational difficulties in vocational education and training. The aim is to present the QaL and itstheoretical model. This model presupposes that academic performance depends on variousvariables, like metacognition, strategic behaviour and motivation. The instrument has beenassessed on 590 vocational students in the French-speaking part of Switzerland. The students areengaged in a 3-years training or in 2-years initial training. Our final aim is to create an instrumentthat permits to identify difficulties in learning and motivation on vocational students in a 2-yearsinitial training. The presentation will focus on the validation of the theoretical model that is basedon metacognition and motivation. Secondly, we are interested in comparing 3-years and 2-yearstraining, to identify if the QaL permit to distinguish between these training. Finally, a syndrome orclasses analysis is presented. The results will be presented and various interpretations will bediscussed.Issues of addressing and creating understandings of diversity in a Swedish school developmentproject – “Exemplary Schools for Diversity” (ISM)Sangeeta Bagga-Gupta, Department of Education, Örebro University, SwedenThis paper reports findings based upon preliminary analysis from an ongoing study of datagenerated within the framework of a national school development project (MSU) – "ExemplarySchools for Diversity" project – that stretches over the period 2004-2008. Twenty schools havebeen selected annually from all over Sweden since 2004 by MSU on the basis of exemplary workthat a school has done in the area of "diversity". Selection in the national two-year project forevery cohort has implied both recognition in terms of being a "good example" vis-à-vis itsdiversity related work and earmarked resources for further development in a number of ways. Thetwenty schools thus selected in 2004 have together with MSU identified three specific areas fordiversity related school development work: multilingualism, equity-participation and cooperationin local society. Three universities have furthermore been selected to offer school developmenttraining in these areas. The findings presented in this paper concern data generated from processfocusedtraining offered by Örebro University for 19 of the 40 schools in the ISM project (ie.cohorts from 2004-2005) and a second group of schools from cohorts 2006-2007. The empiricalmaterials comprise of self presented profiles of the ISM cohort schools, process relateddocumentation from the 160 teachers and school leaders who have participated in the Örebrotraining programme, MSU documentation regarding the project, the school-development– 667 –