Schools for quality. What data-based approaches can contribute. 1. publ.

Autor/inn/en	Da Conceicao Castro Ramos, Maria; Dobbelstein, Peter; Guerreiro, Helder; Hammond, Paula; Hutchinson, Dougal; Maes, Bart; Neidhardt, Thomas; Peek, Rainer; Ilc, Zora-Rutar; Schagen, Ian; Schirp, Heinz; Tiana Ferrer, Alejandro; Eecke, Els ver; Verhaegen, Veerle; Zufanova, Hana
Sonst. Personen	Dobbelstein, Peter (Hrsg.); Neidhardt, Thomas (Hrsg.)
Institution	Consortium of Institutions for Development and Research in Education in Europe
Titel	Schools for quality. What data-based approaches can contribute. 1. publ.
Quelle	Sint-Katelijne-Waver: CIDREE-Secretariat (2006), 187 S.Verfügbarkeit
Reihe	Yearbook / CIDREE, Consortium of Institutions for Development and Research in Education in Europe. 6
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	3-00-020494-6
Schlagwörter	Bildungsmonitoring; Evaluation; Selbstevaluation; Autonomie; Bildungsstandards; Bildungssystem; Bildungspolitik; Bildungsreform; Europäischer Bildungsraum; Schulreform; Schule; Schulentwicklung; Schulinspektion; Schüler; Abitur; Leistungsbeurteilung; Schulleistung; Schülerleistung; Feedback; Didaktik; Datenanalyse; Verantwortung; Internationaler Vergleich; Einflussfaktor; Leistungsmessung; Qualität; Qualitätssicherung; Belgien; Deutschland; Europa; Großbritannien; Portugal; Slowenien; Spanien; Tschechische Republik; USA
Abstract	The sixth yearbook of the Consortium of Institutes for Development in Education in Europe (CIDREE) addresses one of the hottest current themes of education policy in most European countries: quality evaluation and, particularly, the assessment of school level quality through measured outputs. ... There seems to be an increasing consensus among both politicians and educational researchers that the best way to improve the quality and effectiveness of education is to combine school autonomy with strong feedback mechanisms and a regulatory framework that gives strong incentives to schools to use the feedback they get for self-improvement. The contributions in the book discuss for example the complexity of the 'quality' of schools, the way, feedback of performance data is used by schools, different approaches of European countries and regions towards analyzing school quality and central elements of school development based on empirical data. (DIPF/Orig./pr).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4