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Quality and Equity in Education draws attention to the importance
of developing and testing theories of educational effectiveness and
using these theories for improvement purposes. It makes a major
contribution to knowledge and theory building in research on
promoting quality and equity in education. The book presents an
improved version of the dynamic model of educational effectiveness
based on the empirical data emerged from studies testing its
validity, claiming that the proposed theory can be used for
establishing links between educational effectiveness research and
school improvement. Towards that end, the book presents the Dynamic
Approach to teacher and school improvement, demonstrating its
impact on quality and equity in education. The book not only
proposes an agenda for further research on developing and testing
the dynamic theory of educational effectiveness but also refers to
research methods that can be used to test the assumptions of this
theory and search for relevant cause and effect relations. The
agenda also refers to the need of identifying the conditions under
which the dynamic approach to teacher and school improvement can
have an effect on student learning outcomes. This book will be of
great interest for academics, researchers and postgraduate students
working in education research and the area of quality and equity in
education. It will also be of interest to policymakers, school
advisors and other stakeholders in education.
This book aims to make a contribution to the theory, research and
practice on quality and equity in education by providing a
comprehensive overview of these two dimensions of educational
effectiveness and proposing a methodological instrument that may be
used to measure the contribution that each school can make to
promoting equity. The importance of using this instrument is
demonstrated by analysing results of various effectiveness studies
conducted over the last decade. The book draws upon research across
the world, especially research conducted in the Europe, the United
States, and Australasia. It is shown that promoting equity has no
negative effect on the promotion of quality. The importance of
using this methodological instrument to identify factors that
promote both quality and equity at different educational levels
(i.e. teacher, school and educational system) is stressed. The book
also demonstrates how we can measure stability and changes in the
effectiveness status of schools over time in terms of fostering
quality and equity. In addition it underlines the importance of
identifying factors measuring changes in the effectiveness status
of schools in terms of equity and points to the alternative
strategies that can be used at school and system level. In our
attempt to encourage the further development and use of this
methodology for school improvement purposes, we demonstrate how
experimental studies can be conducted to discover whether and under
which conditions the proposed methodology can help schools promote
both quality and equity. Finally, implications for school
evaluation, research, educational policy and practice are drawn. In
this way, the book contributes significantly to the debate on how
quality and equity can be achieved and encourages policy-makers and
practitioners not to view these two dimensions of effectiveness as
being in competition with each other but as constituting the major
objectives of any reform policy and/or improvement effort at school
and/or national levels.
This book aims to make a contribution to the theory, research and
practice on quality and equity in education by providing a
comprehensive overview of these two dimensions of educational
effectiveness and proposing a methodological instrument that may be
used to measure the contribution that each school can make to
promoting equity. The importance of using this instrument is
demonstrated by analysing results of various effectiveness studies
conducted over the last decade. The book draws upon research across
the world, especially research conducted in the Europe, the United
States, and Australasia. It is shown that promoting equity has no
negative effect on the promotion of quality. The importance of
using this methodological instrument to identify factors that
promote both quality and equity at different educational levels
(i.e. teacher, school and educational system) is stressed. The book
also demonstrates how we can measure stability and changes in the
effectiveness status of schools over time in terms of fostering
quality and equity. In addition it underlines the importance of
identifying factors measuring changes in the effectiveness status
of schools in terms of equity and points to the alternative
strategies that can be used at school and system level. In our
attempt to encourage the further development and use of this
methodology for school improvement purposes, we demonstrate how
experimental studies can be conducted to discover whether and under
which conditions the proposed methodology can help schools promote
both quality and equity. Finally, implications for school
evaluation, research, educational policy and practice are drawn. In
this way, the book contributes significantly to the debate on how
quality and equity can be achieved and encourages policy-makers and
practitioners not to view these two dimensions of effectiveness as
being in competition with each other but as constituting the major
objectives of any reform policy and/or improvement effort at school
and/or national levels.
Quality and Equity in Education draws attention to the importance
of developing and testing theories of educational effectiveness and
using these theories for improvement purposes. It makes a major
contribution to knowledge and theory building in research on
promoting quality and equity in education. The book presents an
improved version of the dynamic model of educational effectiveness
based on the empirical data emerged from studies testing its
validity, claiming that the proposed theory can be used for
establishing links between educational effectiveness research and
school improvement. Towards that end, the book presents the Dynamic
Approach to teacher and school improvement, demonstrating its
impact on quality and equity in education. The book not only
proposes an agenda for further research on developing and testing
the dynamic theory of educational effectiveness but also refers to
research methods that can be used to test the assumptions of this
theory and search for relevant cause and effect relations. The
agenda also refers to the need of identifying the conditions under
which the dynamic approach to teacher and school improvement can
have an effect on student learning outcomes. This book will be of
great interest for academics, researchers and postgraduate students
working in education research and the area of quality and equity in
education. It will also be of interest to policymakers, school
advisors and other stakeholders in education.
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