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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.
Die Verbreitung von Konzepten der Heterogenitat, Diversity und
Intersektionalitat innerhalb wissenschaftlicher wie praxisnaher
padagogischer Diskurse verweisen auf die zunehmende Bedeutung der
Beobachtung sozialer Differenz im und durch das Erziehungssystem
und seiner Organisationen. Gemeinsam ist allen drei Ansatzen ein
Kanon von Differenzkategorien, deren Relevanz sowohl analytisch als
auch normativ-programmatisch beansprucht wird. Gleichzeitig stehen
Heterogenitat, Diversity und Intersektionalitat jedoch fur
Konzepte, deren Entstehungskontext und Genese auf
funktionssystemspezifisch zu unterscheidenden Bezugsproblemen und
Diskursfeldern (Erziehung, Wirtschaft, Wissenschaft) basiert. Vor
diesem Hintergrund geht diese Darstellung der Frage nach, welche
Folgen die je spezifischen Beobachtungslogiken von Differenz in
Hinblick auf die 'Konstruktion sozialer Wirklichkeit' innerhalb der
adressierten padagogischen Kontexte haben.
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