Enhancing Educational Excellence, Equity and Efficiency [electronic resource] : Evidence from evaluations of systems and schools in change / edited by Roel J. Bosker, Bert P.M. Creemers, Sam Stringfield.
Erişim Adresi
ISBN
9789401142533
Dil Kodu
İngilizce
Yer Numarası
DK/11891
Basım Bildirimi
1st ed. 1999.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 1999.
Fiziksel Niteleme
XI, 259 p. online resource.
İçindekiler Notu
1. Enduring Problems and Changing Conceptions -- 1.1 Enduring problems -- 1.2 A changing conception of steering -- 1.3 A changing conception of the effective school -- 1.4 A changing conception of evaluation -- 1.5 About this book -- 1.6 References -- 2. Changing Relationships between Centre and Locality in Education -- 2.1 Introduction -- 2.2 Deregulation -- 2.3 Privatization -- 2.4 Decentralization -- 2.5 A comparison of differences between areas -- 2.6 References -- 3. The Enhancement of Educational Opportunities of Disadvantaged Children -- 3.1 Prologue -- 3.2 The educational priority policy -- 3.3 The evaluation of the EPP -- 3.4 Recent developments -- 3.5 Epilogue -- 3.6 References -- 4. Integration Policy and Practice -- 4.1 Special education: current situation and main problems -- 4.2 Dutch policymaking concerning integration -- 4.3 The evaluation of the integration policy in The Netherlands -- 4.4 Evaluation -- 4.5 Reflections -- 4.6 References -- 5. The forthcoming Class Size Reduction Initiative -- 5.1 Introduction -- 5.2 Context -- 5.3 Conceptual issues -- 5.4 Studies on class size effects -- 5.5 The missing link between class size and achievement -- 5.6 Discussion and implications for future research -- 5.7 References -- 6. Quality and Opportunities in Secondary Education: Implementation and Effects of the Common Core Curriculum -- 6.1 Introduction -- 6.2 Theoretical background -- 6.3 Design of the evaluation -- 6.4 Results -- 6.5 Conclusions -- 6.6 References -- 7. Evaluating the Impact of a Raising School Standards Initiative -- 7.1 Introduction -- 7.2 The external evaluation of the project -- 7.3 Action planning: developing action plans -- 7.4 The impact of MBW: Raising School Standards -- 7.5 Conclusions and implications for other standards initiatives -- 7.6 References -- 8. Systemic, Whole-school Reform of the Middle Years of Schooling -- 8.1 The need for reform -- 8.2 Characteristics and needs of young adolescents -- 8.3 Responsive forms of schooling -- 8.4 Strategic intentions -- 8.5 General design elements of a comprehensive school reform model -- 8.6 Translating strategic intentions into action at the school level -- 8.7 References -- 9. Review and Prospects of Educational Effectiveness Research in The Netherlands -- 9.1 Introduction -- 9.2 Research reviews -- 9.3 Prospects and new directions -- 9.4 Conclusions -- 9.5 References -- 10. The Future Agenda of Studies into the Effectiveness of Schools -- 10.1 Introduction -- 10.2 The current criticisms of school effectiveness research -- 10.3 ‘Cutting edge’ areas -- 10.4 Conclusions: the end of the beginning -- 10.5 References.
Özet, vb.
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.
Konu
Educational tests and measurements.
International education .
Comparative education.
Learning, Psychology of.
Assessment and Testing.
International and Comparative Education.
Instructional Psychology.
International education .
Comparative education.
Learning, Psychology of.
Assessment and Testing.
International and Comparative Education.
Instructional Psychology.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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049 |aTürk Tarih Kurumu Kütüphanesi
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245 10|aEnhancing Educational Excellence, Equity and Efficiency|h[electronic resource] :|bEvidence from evaluations of systems and schools in change /|cedited by Roel J. Bosker, Bert P.M. Creemers, Sam Stringfield.
250 |a1st ed. 1999.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c1999.
300 |aXI, 259 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |a1. Enduring Problems and Changing Conceptions -- 1.1 Enduring problems -- 1.2 A changing conception of steering -- 1.3 A changing conception of the effective school -- 1.4 A changing conception of evaluation -- 1.5 About this book -- 1.6 References -- 2. Changing Relationships between Centre and Locality in Education -- 2.1 Introduction -- 2.2 Deregulation -- 2.3 Privatization -- 2.4 Decentralization -- 2.5 A comparison of differences between areas -- 2.6 References -- 3. The Enhancement of Educational Opportunities of Disadvantaged Children -- 3.1 Prologue -- 3.2 The educational priority policy -- 3.3 The evaluation of the EPP -- 3.4 Recent developments -- 3.5 Epilogue -- 3.6 References -- 4. Integration Policy and Practice -- 4.1 Special education: current situation and main problems -- 4.2 Dutch policymaking concerning integration -- 4.3 The evaluation of the integration policy in The Netherlands -- 4.4 Evaluation -- 4.5 Reflections -- 4.6 References -- 5. The forthcoming Class Size Reduction Initiative -- 5.1 Introduction -- 5.2 Context -- 5.3 Conceptual issues -- 5.4 Studies on class size effects -- 5.5 The missing link between class size and achievement -- 5.6 Discussion and implications for future research -- 5.7 References -- 6. Quality and Opportunities in Secondary Education: Implementation and Effects of the Common Core Curriculum -- 6.1 Introduction -- 6.2 Theoretical background -- 6.3 Design of the evaluation -- 6.4 Results -- 6.5 Conclusions -- 6.6 References -- 7. Evaluating the Impact of a Raising School Standards Initiative -- 7.1 Introduction -- 7.2 The external evaluation of the project -- 7.3 Action planning: developing action plans -- 7.4 The impact of MBW: Raising School Standards -- 7.5 Conclusions and implications for other standards initiatives -- 7.6 References -- 8. Systemic, Whole-school Reform of the Middle Years of Schooling -- 8.1 The need for reform -- 8.2 Characteristics and needs of young adolescents -- 8.3 Responsive forms of schooling -- 8.4 Strategic intentions -- 8.5 General design elements of a comprehensive school reform model -- 8.6 Translating strategic intentions into action at the school level -- 8.7 References -- 9. Review and Prospects of Educational Effectiveness Research in The Netherlands -- 9.1 Introduction -- 9.2 Research reviews -- 9.3 Prospects and new directions -- 9.4 Conclusions -- 9.5 References -- 10. The Future Agenda of Studies into the Effectiveness of Schools -- 10.1 Introduction -- 10.2 The current criticisms of school effectiveness research -- 10.3 ‘Cutting edge’ areas -- 10.4 Conclusions: the end of the beginning -- 10.5 References.
520 |aPromoting 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.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aEducational tests and measurements.
650 0|aInternational education .
650 0|aComparative education.
650 0|aLearning, Psychology of.
650 14|aAssessment and Testing.
650 24|aInternational and Comparative Education.
650 24|aInstructional Psychology.
700 1 |aBosker, Roel J.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aCreemers, Bert P.M.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aStringfield, Sam.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792361381
776 08|iPrinted edition:|z9789401142540
776 08|iPrinted edition:|z9789401058445
856 40|uhttps://doi.org/10.1007/978-94-011-4253-3
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
001 810617
003 TR_AnAIT
005 20260131014645
007 cr nn 008mamaa
008 121227s1999 ne | s |||| 0|eng d
020 |a9789401142533|9978-94-011-4253-3
024 7 |a10.1007/978-94-011-4253-3|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB3050-3060.87
072 7|aJNKD|2bicssc
072 7|aEDU030000|2bisacsh
072 7|aJNDH|2thema
082 04|a371.26|223
090 |aDK/11891
245 10|aEnhancing Educational Excellence, Equity and Efficiency|h[electronic resource] :|bEvidence from evaluations of systems and schools in change /|cedited by Roel J. Bosker, Bert P.M. Creemers, Sam Stringfield.
250 |a1st ed. 1999.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c1999.
300 |aXI, 259 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
505 0 |a1. Enduring Problems and Changing Conceptions -- 1.1 Enduring problems -- 1.2 A changing conception of steering -- 1.3 A changing conception of the effective school -- 1.4 A changing conception of evaluation -- 1.5 About this book -- 1.6 References -- 2. Changing Relationships between Centre and Locality in Education -- 2.1 Introduction -- 2.2 Deregulation -- 2.3 Privatization -- 2.4 Decentralization -- 2.5 A comparison of differences between areas -- 2.6 References -- 3. The Enhancement of Educational Opportunities of Disadvantaged Children -- 3.1 Prologue -- 3.2 The educational priority policy -- 3.3 The evaluation of the EPP -- 3.4 Recent developments -- 3.5 Epilogue -- 3.6 References -- 4. Integration Policy and Practice -- 4.1 Special education: current situation and main problems -- 4.2 Dutch policymaking concerning integration -- 4.3 The evaluation of the integration policy in The Netherlands -- 4.4 Evaluation -- 4.5 Reflections -- 4.6 References -- 5. The forthcoming Class Size Reduction Initiative -- 5.1 Introduction -- 5.2 Context -- 5.3 Conceptual issues -- 5.4 Studies on class size effects -- 5.5 The missing link between class size and achievement -- 5.6 Discussion and implications for future research -- 5.7 References -- 6. Quality and Opportunities in Secondary Education: Implementation and Effects of the Common Core Curriculum -- 6.1 Introduction -- 6.2 Theoretical background -- 6.3 Design of the evaluation -- 6.4 Results -- 6.5 Conclusions -- 6.6 References -- 7. Evaluating the Impact of a Raising School Standards Initiative -- 7.1 Introduction -- 7.2 The external evaluation of the project -- 7.3 Action planning: developing action plans -- 7.4 The impact of MBW: Raising School Standards -- 7.5 Conclusions and implications for other standards initiatives -- 7.6 References -- 8. Systemic, Whole-school Reform of the Middle Years of Schooling -- 8.1 The need for reform -- 8.2 Characteristics and needs of young adolescents -- 8.3 Responsive forms of schooling -- 8.4 Strategic intentions -- 8.5 General design elements of a comprehensive school reform model -- 8.6 Translating strategic intentions into action at the school level -- 8.7 References -- 9. Review and Prospects of Educational Effectiveness Research in The Netherlands -- 9.1 Introduction -- 9.2 Research reviews -- 9.3 Prospects and new directions -- 9.4 Conclusions -- 9.5 References -- 10. The Future Agenda of Studies into the Effectiveness of Schools -- 10.1 Introduction -- 10.2 The current criticisms of school effectiveness research -- 10.3 ‘Cutting edge’ areas -- 10.4 Conclusions: the end of the beginning -- 10.5 References.
520 |aPromoting 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.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aEducational tests and measurements.
650 0|aInternational education .
650 0|aComparative education.
650 0|aLearning, Psychology of.
650 14|aAssessment and Testing.
650 24|aInternational and Comparative Education.
650 24|aInstructional Psychology.
700 1 |aBosker, Roel J.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aCreemers, Bert P.M.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aStringfield, Sam.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792361381
776 08|iPrinted edition:|z9789401142540
776 08|iPrinted edition:|z9789401058445
856 40|uhttps://doi.org/10.1007/978-94-011-4253-3
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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