What makes primary education successful? Perspectives from a comparative study.

Autor/in	Broadfoot, Patricia
Titel	What makes primary education successful? Perspectives from a comparative study.
Quelle	In: European education, 29 (1997) 4, S. 76-93Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 10; Tabellen 5
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.2753/EUE1056-4934290476
Schlagwörter	Empirische Untersuchung; Unterrichtsbeobachtung; Einstellung (Psy); Schule; Schulform; Primarbereich; Lehrer; Lehrerrolle; Unterrichtsmethode; Internationaler Vergleich; Effizienz; Reform; England; Frankreich
Abstract	Many governments launch "more or less fundamental reforms that are designed to create an educational system more appropriate to contemporary social pressures and needs. The common hope is that by so doing, the system will be more likely to produce the levels of educational effectiveness and efficiency now deemed so essential." This paper "uses two contemporary examples of such far-reaching policy reforms - a comparison of the major changes currently being introduced in English and French primary education - to explore some of the unexamined assumptions, not to say fallacies, on which they are based. In particular it argues the need to assess the potential of such reforms in the light of the broader context of educational values and understanding; of institutional traditions and professional ideology. " (DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2001_(CD)