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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.
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
Promoting high standards in education while striving for equal
opportunities under the budget constraints - these are the new
global objectives of education systems. This book brings together
research-based evidence on the effectiveness of major Australian,
Dutch, and UK improvement efforts in education at both primary and
secondary level, whilst making comparisons with similar US
initiatives. The book addresses several major questions in this new
environment. Those questions include: how to combat educational
disadvantages, how to integrate pupils with special educational
needs in regular education, how to implement educational standards
initiatives, how to restructure secondary education, how to
implement decentralized policy-making, and how to implement a class
size reduction initiative? Finally, the authors suggest directions
for future research in order to increase our understanding of what
works in education and why.
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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