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xiii | |
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xiv | |
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xv | |
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xxv | |
| Preface |
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1 Educational effectiveness and improvement research and practice: The emergence of the discipline |
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1 | (24) |
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Characteristic one A commitment to theory generation |
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4 | (1) |
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Characteristic two A commitment to methodological sophistication |
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5 | (3) |
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Characteristic three A commitment to the importance of the learning level and multiple levels generally |
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8 | (3) |
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Characteristic four A commitment to measuring the multiple outcomes of education |
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11 | (1) |
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Characteristic five An outward facing discipline responding to criticism |
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12 | (2) |
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Needed characteristic one: To have greater policy and practice impact |
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14 | (4) |
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Needed characteristic two: To understand the application of technology in educational settings |
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18 | (2) |
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Needed characteristic three: To develop a more forward-thinking perspective |
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20 | (2) |
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Needed characteristic four: Reconceptualising the failing' school |
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22 | (2) |
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24 | (1) |
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2 Methodological and scientific properties of school effectiveness research: Exploring the underpinnings, evolution, and future directions of the field |
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25 | (52) |
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25 | |
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21 | (9) |
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Defining `educational effectiveness': Key terms and measures |
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30 | (4) |
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The underpinnings and evolutionary paths of the field |
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34 | (8) |
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The evolution of EER in non-Western countries |
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42 | (1) |
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The heritage of EER and methodological variation within the field |
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43 | (8) |
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Measurement and instrument development |
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51 | (3) |
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Use of alternative school outcome variables and curriculum specific measures |
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54 | (3) |
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57 | (2) |
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59 | (2) |
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Summary of challenges to the field |
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61 | (1) |
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Conclusions and future directions |
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61 | (16) |
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3 Effective school processes |
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77 | (23) |
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Introduction: The phases of research on effective processes |
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77 | (2) |
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Which processes matter at school level? |
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79 | (2) |
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How these effectiveness factors operate |
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81 | (3) |
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Effective school leadership |
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84 | (3) |
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Which processes matter at the classroom level? |
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87 | (2) |
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The processes of educational ineffectiveness |
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89 | (3) |
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The contextual specificity of effectiveness factors |
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92 | (2) |
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Studying the interactions of schools, communities, and families |
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94 | (1) |
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The need to understand school processes better |
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95 | (2) |
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The requirements of future research on effective school processes |
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97 | (2) |
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99 | (1) |
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4 The scientific properties of teacher effects/effective teaching processes |
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100 | (24) |
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100 | (1) |
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Process-product research on teacher behaviours |
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100 | (4) |
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Teacher effectiveness research and the development of direct instruction |
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104 | (3) |
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Collaborative small group learning and peer tutoring |
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107 | (1) |
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New learning and developing meta-cognitive skills |
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108 | (3) |
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111 | (1) |
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Integrated models: Hattie, Klieme, and the dynamic model |
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112 | (5) |
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Cognitive science and new directions in research on learning |
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117 | (4) |
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121 | (3) |
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5 School improvement and system reform |
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124 | (25) |
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124 | (1) |
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Phase one: Understanding the organisational culture of the school |
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125 | (2) |
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Phase two: Action research and individual initiatives |
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127 | (2) |
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Phase three: Managing change and comprehensive approaches to school reform |
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129 | (3) |
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Phase four: Building capacity for student learning at the local level and the continuing emphasis on leadership |
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132 | (5) |
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Phase five: Toward systemic improvement |
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137 | (7) |
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Conclusion: Summarising the field, considering myths, and proposing theories of action and future lines of work |
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144 | (5) |
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6 Theory development in educational effectiveness research |
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149 | (24) |
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149 | (1) |
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The disciplinary perspectives of EER |
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150 | (6) |
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The integrated models of educational effectiveness |
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156 | (2) |
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The dynamic model of educational effectiveness: An overview |
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158 | (11) |
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Establishing links between EER and school improvement: The contribution of the dynamic model |
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169 | (2) |
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Conclusions and suggestions for further research |
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171 | (2) |
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173 | (29) |
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173 | (1) |
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173 | (6) |
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Structural equation modelling |
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179 | (5) |
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184 | (6) |
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New methodological developments in EER |
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190 | (8) |
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Mixed methods and multiple methods studies with a major quantitative component |
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198 | (2) |
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200 | (2) |
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8 Qualitative methods in educational effectiveness and improvement research |
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202 | (18) |
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202 | (1) |
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The `traditions' of qualitative methods in school improvement |
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203 | (3) |
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The nature of methodological innovation and adaptation in school improvement research methods |
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206 | (4) |
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Current trends in the innovation and adaptation of qualitative methods |
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210 | (8) |
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218 | (2) |
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9 Educational effectiveness research in new, emerging, and traditional contexts |
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220 | (26) |
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220 | (23) |
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224 | (6) |
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Case study 2 The Middle East and Africa |
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230 | (8) |
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Case study 3 Mainland Europe |
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238 | (5) |
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243 | (3) |
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10 Comparative educational research |
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246 | (37) |
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Begona De La Iglesia Mayol |
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Maria Rosa Rossello Ramon |
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246 | (1) |
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247 | (5) |
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Research conducted in different parts of the world |
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252 | (1) |
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252 | (16) |
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Schooling and teaching in East Asia |
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268 | (12) |
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280 | (3) |
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11 Educational effectiveness and improvement research and educational policy: The rise of performance-based reforms |
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283 | (27) |
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283 | (1) |
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The rise of the `supply-side/demand-side' performance paradigm |
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284 | (5) |
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Building the new supply-side/demand-side performance reform paradigm |
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289 | (1) |
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Research on performance-based reforms |
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290 | (5) |
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The development of performance-based reforms in the future |
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295 | (4) |
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Performance-based educational policies in the future |
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299 | (2) |
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Two contemporary developments in performance-based reform |
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301 | (8) |
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309 | (1) |
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12 Educational effectiveness research and system reconstruction and change |
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310 | (16) |
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310 | (1) |
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The characteristics of schools as systems |
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311 | (3) |
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The evolving research base on educational effects |
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314 | (1) |
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Teacher and school effects research as necessary building block's |
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314 | (2) |
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School improvement programmes |
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316 | (1) |
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District or regional effects |
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317 | (2) |
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319 | (6) |
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325 | (1) |
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13 Leadership development and issues of effectiveness |
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326 | (22) |
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326 | (1) |
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327 | (5) |
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The contested concept of leadership |
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332 | (2) |
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Approaches to leadership development |
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334 | (1) |
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Leadership development and the question of impact |
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335 | (6) |
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Effectiveness and leadership development |
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341 | (4) |
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345 | (3) |
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14 Educational effectiveness and improvement research, and teachers and teaching |
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348 | (17) |
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348 | (1) |
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Influencing values, beliefs, and practice |
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349 | (1) |
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350 | (3) |
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Enhancing teacher and teaching effectiveness |
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353 | (3) |
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Collaborative learning cultures |
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356 | (4) |
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Leading teaching and learning |
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360 | (2) |
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Conclusion: Effective and sustainable change is hard |
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362 | (3) |
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15 The challenges of globalisation and the new policy paradigms for educational effectiveness and improvement research |
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365 | (15) |
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365 | (1) |
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The globalisation context |
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365 | (2) |
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Educational effectiveness and the changing agency of the state |
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367 | (5) |
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The rising tide of perfomativity |
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372 | (1) |
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Regulation and the free market |
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373 | (1) |
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Globalisation, effectiveness, and school improvement |
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374 | (2) |
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Globalisation and professionalism |
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376 | (1) |
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377 | (3) |
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16 Critical and alternative perspectives on educational effectiveness and improvement research |
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380 | (28) |
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380 | (2) |
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Defining school effectiveness |
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382 | (7) |
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Criticisms of research designs and methods |
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389 | (1) |
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From-inside effectiveness |
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390 | (4) |
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394 | (2) |
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396 | (2) |
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The accountability question |
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398 | (3) |
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401 | (3) |
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From school effectiveness to educational effectiveness |
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404 | (1) |
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405 | (3) |
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17 Conclusions: The future of educational effectiveness and improvement research, and some suggestions and speculations |
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408 | (29) |
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408 | (2) |
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Fully embracing and understanding complexity |
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410 | (4) |
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Enhanced take-up by practitioners and policymakers |
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414 | (5) |
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Focusing on what could be in addition to what is |
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419 | (5) |
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Becoming efficient as well as effective |
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424 | (5) |
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The need to develop ecologically relevant orientations |
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429 | (2) |
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The need to study context specificity |
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431 | (2) |
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Researching in novel areas of education |
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433 | (2) |
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Drawing on new external perspectives |
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435 | (2) |
| Conclusion: More integrated and flexible solutions |
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437 | (3) |
| References |
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440 | (79) |
| Index |
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519 | |
Biežāk uzdotie jautājumi par e-grāmatām