What Effective Classroom? Towards a Paradigm Shift

Autor/inn/en	Cheng, Yin Cheong; Mok, Magdalena M. C.
Titel	What Effective Classroom? Towards a Paradigm Shift
Quelle	In: School Effectiveness and School Improvement, 19 (2008) 4, S.365-385 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Multiple Intelligences; Educational Improvement; Educational Practices; Educational History; Educational Change; Educational Theories; Educational Environment; Learning Theories; School Effectiveness; Program Effectiveness; Models; Foreign Countries; Educational Strategies; Hong Kong + Suchen Sie Ihr Suchwort? Intelligenz (Psy); Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; History of education; Bildungsgeschichte; Bildungsreform; Educational theory; Theory of education; Bildungstheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Learning theory; Lerntheorie; Schuleffizienz; Analogiemodell; Ausland; Lehrstrategie; Hongkong
Abstract	The initiatives for educational effectiveness experienced 3 waves of movements. Each wave had its own paradigm in conceptualizing the nature of education and its effectiveness and formulating related initiatives for improvement of educational practice in the classroom. This article aims to discuss how the conceptualization and characteristics of the effective classroom are changed with the paradigm shift from the traditional site-bounded paradigm toward the new Contextualized Multiple Intelligences (CMI)-triplization paradigm. With the support of empirical data, the profiles of effective and ineffective classrooms in the 1st and 3rd waves are mapped and discussed, and some implications are drawn for research and development of a new type of classroom effectiveness. (Contains 5 tables and 4 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10