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Despite the advances in educational effectiveness theory and
methodology in the last 20 years, important questions and issues
remain unresolved. In particular, existing theoretical frameworks
of educational effectiveness are only able to describe the
interrelationship among factors at the system, school, classroom,
and student levels and their cross-level interdependency in a very
general manner. Additionally, although a large number of studies
provide empirical evidence of the impact of single factors and
factor constellations on student learning, the embedding of the
empirically identified results in theoretical models of educational
effectiveness has to be carried out more systematically in order to
develop more elaborated theories of educational effectiveness. The
aim of this book is to contribute to the advancement of educational
effectiveness theory by discussing different strategies: including
alternative theoretical models to understand educational
in/effectiveness, extending the methodology to analyze processes
and mechanisms of educational in/effectiveness, analyzing
differential effects of processes and instruments on educational
in/effectiveness, carrying out complex multivariate analyses
considering manifest and latent variables, and combining theory and
practice in real school situations. Taken together, the strategies
presented in this book make it clear that the advancement of
educational effectiveness theory depends on the advancement of
educational effectiveness methodology, or in other words: from
theory to methodology and from empirical evidence back to theory.
This book was originally published as a special issue of School
Effectiveness and School Improvement.
Despite the advances in educational effectiveness theory and
methodology in the last 20 years, important questions and issues
remain unresolved. In particular, existing theoretical frameworks
of educational effectiveness are only able to describe the
interrelationship among factors at the system, school, classroom,
and student levels and their cross-level interdependency in a very
general manner. Additionally, although a large number of studies
provide empirical evidence of the impact of single factors and
factor constellations on student learning, the embedding of the
empirically identified results in theoretical models of educational
effectiveness has to be carried out more systematically in order to
develop more elaborated theories of educational effectiveness. The
aim of this book is to contribute to the advancement of educational
effectiveness theory by discussing different strategies: including
alternative theoretical models to understand educational
in/effectiveness, extending the methodology to analyze processes
and mechanisms of educational in/effectiveness, analyzing
differential effects of processes and instruments on educational
in/effectiveness, carrying out complex multivariate analyses
considering manifest and latent variables, and combining theory and
practice in real school situations. Taken together, the strategies
presented in this book make it clear that the advancement of
educational effectiveness theory depends on the advancement of
educational effectiveness methodology, or in other words: from
theory to methodology and from empirical evidence back to theory.
This book was originally published as a special issue of School
Effectiveness and School Improvement.
This open access book discusses challenges in school improvement
research and different methodological approaches that have the
potential to foster school improvement research. Research on school
improvement and accountability analysis places high demands on a
study's design and method. The potential of combining the depth of
case studies with the breath of quantitative measures and analyses
in a mixed-methods design seems very promising. Consequently, the
focus of the book lies on innovative methodological approaches. The
book chapters address design, measurement, and analysis
developments as well as theoretical and conceptual developments.
The relevance of the research presented in the chapters for
educational accountability is discussed in the book's discussion
chapter. More specifically, authors present one specific innovative
methodological approach and clarify that approach with a concrete
example in the context of school improvement, based on empirical
data when possible. In this way, this book helps researchers
designing complex useful studies.
This open access book discusses challenges in school improvement
research and different methodological approaches that have the
potential to foster school improvement research. Research on school
improvement and accountability analysis places high demands on a
study's design and method. The potential of combining the depth of
case studies with the breath of quantitative measures and analyses
in a mixed-methods design seems very promising. Consequently, the
focus of the book lies on innovative methodological approaches. The
book chapters address design, measurement, and analysis
developments as well as theoretical and conceptual developments.
The relevance of the research presented in the chapters for
educational accountability is discussed in the book's discussion
chapter. More specifically, authors present one specific innovative
methodological approach and clarify that approach with a concrete
example in the context of school improvement, based on empirical
data when possible. In this way, this book helps researchers
designing complex useful studies.
In den deutschsprachigen Schulsystemen werden Elemente eines ,neuen
Steuerungsmodells' - beispielsweise Bildungsstandards,
Schulinspektionen oder Selbstevaluation - implementiert. Die
Innovationen werden in diesem Handbuch einer systematischen
theoretischen und empirischen Analyse unterzogen. Damit bietet das
Handbuch zum ersten Mal einen differenzierten UEberblick uber
Prozesse und Wirkungen einer erneuerten schulischen Governance. Die
Zusammenstellung und Verortung dieser Ergebnisse machen
unterschiedliche theoretische, forschungsstrategische und
methodologische Zugange sichtbar und ermoeglichen die Entwicklung
nachster Perspektiven der Systemsteuerung im Schulwesen.
Wahrend sich die Forschungsinhalte des Educational
Governance-Ansatzes zunehmend prazisieren lassen, ergibt die
Diskussion uber forschungsmethodische Ansatze noch ein unklares
Bild. In diesem Band wird untersucht, welche methodischen Ansatze
zur Analyse von governance-relevanten Fragestellungen mit welchem
Gewinn verwendet werden koennen. Damit lassen sich
Herausforderungen verschiedener Forschungsstrategien besser
verstehen und Anforderungen an zukunftige Untersuchungen
skizzieren.
In den deutschsprachigen Landern ist das Schulwesen gegenwartig
durch einen systematischen Umbau der administrativen
Steuerungsmechanismen gekennzeichnet. Ein zentrales Motiv ist die
Einfuhrung zentraler Abiturprufungen. Die in diesem Band
publizierte mehrjahrige Studie untersucht in zwei Bundeslandern in
Deutschland erstmals die mit dieser Einfuhrung verbundenen
Wirkungen auf Schuler/innen, Lehrpersonen, Unterricht und Schule.
Sie stellt eine international einmalige und theoretisch fundierte
Untersuchung dar, die uber die beiden sich beteiligenden
Bundeslander hinaus wertvolle Erkenntnisse uber die Auswirkungen
eines Wechsels im Steuerungssystem auf schulische Prozesse und
Ergebnisse gibt. "
Mit dem Ziel, die Vergleichbarkeit der Noten und damit der
Abschlusse zu erhoehen und eine Diskussion uber gemeinsame
Standards in Schulen anzuregen, wurden in einzelnen Schweizer
Gymnasien 'gemeinsame Prufungen' eingefuhrt. Diese werden in
Zusammenarbeit mehrerer Lehrpersonen klassen- bzw.
schulubergreifend durchgefuhrt. Die hier prasentierte Studie
untersucht erstmalig, welche Verfahren des gemeinsamen Prufens in
den untersuchten Gymnasien in der Schweiz realisiert wurden und
uber welche Veranderungen Lehrende und Lernende in den Schulen
berichten. Sie identifiziert Spannungsfelder in der Implementation
und Durchfuhrung gemeinsamer Prufungen und zeigt auf, wie
gemeinsame Prufungen fur Schul- und Unterrichtsentwicklung nutzbar
gemacht werden koennen.
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