This volume reviews the research in the field of school effectiveness and improvement. Many key questions are examined, such as different methods for assessing school effectiveness and variations in examination attainment in schools. It draws together the funding of the programmes of improvement being implemented in schools and provides practical discussion of effective school practice and its direct implications in schools. It is aimed at teachers, student teachers, administrators and advisors. The contributors are: Bill Badger, Louise S. Balkey, Bert P.M. Creemers, Carol T. Fitz-Gibbon, Anthony F. Heath, Daniel V. Levine, Peter Mortimore, Joseph Murphy.
A collection of essays that challenge the school effectiveness and school improvement movements. Particular criticism is levelled at the disassociation of what goes on in schools from the world at large.
This work sets out to answer questions such as, what have we learned after three decades of research into school effectiveness? What can we say with confidence about how schools improve? It reviews findings from seminal international work.
This volume explores the influence of students' background on educational outcomes, ways of contextualising school performance, and current issues and developments in school effectiveness research.
The aim of this book is to bridge the widening gap between ongoing educational reforms and the lack of advances in knowledge, research and practice.
Resnick, L. B. and Resnick, D. P. (1992) “Assessing the thinking curriculum', in B. R. Gifford and M. C. O'Connor (eds) Changing Assessment: Alternative Views of Aptitude, Achievement and Instruction. Boston, MA: Kluwer Academic ...
... Schools Les Bell Managing Evaluation in Education Kath Aspinwall, Tim Simkins, John F. Wilkinson and John McAuley Education for the Twenty-First Century Hedley Beare and Richard Slaughter Parents and Schools Customers, Managers.
This book explores the connections between school-based management, school effectiveness and school improvement, bringing together studies completed in Australia and New Zealand, Canada, the UK and the USA.
School effectiveness and school improvement have different origins: School effectiveness is more directed to finding out "what works" in education and "why"; school improvement is practice and policy oriented and intended to change ...
This book is a critical assessment of the knowledge base on educational effectiveness, covering a period of five decades of research.
This book will be of particular interest to anyone involved in school improvement and effectiveness, including academics and researchers in this field of study. Headteachers and LEA advisers will also find this book a useful resource.