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What constitutes quality schooling? What are the implications for
educational practice and administration? The text looks at these
questions and examines international research evidence and reform
initiatives with particular emphasis on North America, UK,
Australasia and the Third World. It offers a synopsis of the Third
World School Effects Research (SER). The authors claim that the
challenges now facing educational leaders is to find a balance
between SER and the other school movements and to ask more
demanding questions of our educational systems.
The International Handbook of Educational Effectiveness and
Improvement draws together leading academics and researchers in the
field to reflect on the history, traditions and the most recent
developments in this dynamic and influential field. This handbook
provides a comprehensive overview of: the foundations of the field
the evolution of educational effectiveness theory and methodology
the links with other research disciplines the links between policy
and practice. In conclusion, the handbook sets out a new agenda for
future educational effectiveness research. This handbook is an
essential resource for those interested in the effectiveness of
educational systems, organisations and classrooms. It offers
academics, researchers, students and policy-makers new insights
into the latest thinking and evidence about educational
effectiveness.
In this book the authors have conducted extensive research and
describe what makes a successful school and how this varies in
different countries. The book follows the progress of a cohort of
7-year-old children through their schools over a two-year period.
It covers schools in the US, Canada, Hong Kong, Taiwan, Australia,
the UK, Norway, the Netherlands, and Ireland and: *draw together
what it is that the most and least effective schools do in each
country *pinpoints what makes 'effective teaching' across the globe
*analyses which effectiveness-producing school and teaching factors
appear to be the same and which are context specific *discusses how
educational policies can be used to generate World Class Schools
and which new blends of practice can, or should be used The
existing literature based upon the comparison of the educational
achievements of different countries is inadequate. This unique
study provides a rich picture of the processes of the education
systems of different countries which will appeal to practitioners
and policy makers.
In this book the authors have conducted extensive research and describe what makes a successful school and how this varies in different countries. The book follows the progress of a cohort of 7-year-old children through their schools over a two-year period. It covers schools in the US, Canada, Hong Kong, Taiwan, Australia, the UK, Norway, the Netherlands, and Ireland and: *draw together what it is that the most and least effective schools do in each country *pinpoints what makes 'effective teaching' across the globe *analyses which effectiveness-producing school and teaching factors appear to be the same and which are context specific *discusses how educational policies can be used to generate World Class Schools and which new blends of practice can, or should be used The existing literature based upon the comparison of the educational achievements of different countries is inadequate. This unique study provides a rich picture of the processes of the education systems of different countries which will appeal to practitioners and policy makers. eBook available with sample pages: 0203164628
This text looks at these questions and examines international research evidence and reform initiatives with particular emphasis on North America, UK, Australasia and the Third World. The authors analyse the relationship between School Effects Research and other reform movements, such as Teacher Effects Research and School Improvement Studies. They show that the challenge now facing educational leaders is to find a balance between SER and other school movements and to ask more demanding questions of our educational systems. This is a much needed handbook that will prove invaluable for its depth and scope. eBook available with sample pages: 0203454405
Linguistic, ethnic, and economic diversity is a major factor
influencing how school reform ought to be accomplished at local,
state, and government levels. This book examines the issue of
successful school reform in diverse communities. It is the first to
synthesize research on educational research on educational reform
pertaining to racially and linguistically diverse students. It
examines what is needed at the teacher, school, district, state,
and federal levels for educational reform to be successful in
multicultural, multilingual settings. Conclusions are based on a
careful review of hundreds of recent quantitative and qualitative
studies relating to educational reform in diverse communities. The
authors conceptualize education as an interconnected and
interdependent policy system and discuss the key policy,
relational, political, and resource linkages that assist in
achieving sustainable improvement in schools serving at-risk
students.
Linguistic, ethnic, and economic diversity is a major factor
influencing how school reform ought to be accomplished at local,
state, and government levels. This book examines the issue of
successful school reform in diverse communities. It is the first to
synthesize research on educational research on educational reform
pertaining to racially and linguistically diverse students. It
examines what is needed at the teacher, school, district, state,
and federal levels for educational reform to be successful in
multicultural, multilingual settings. Conclusions are based on a
careful review of hundreds of recent quantitative and qualitative
studies relating to educational reform in diverse communities. The
authors conceptualize education as an interconnected and
interdependent policy system and discuss the key policy,
relational, political, and resource linkages that assist in
achieving sustainable improvement in schools serving at-risk
students.
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