School effectiveness and improvement research, policy and practice. Challenging the orthodoxy? 1. publ.

Sonst. Personen	Chapman, Christopher (Hrsg.); Armstrong, Paul (Hrsg.); Harris, Alma (Hrsg.); Muijs, Daniel (Hrsg.); Reynolds, David (Hrsg.)
Titel	School effectiveness and improvement research, policy and practice. Challenging the orthodoxy? 1. publ.
Quelle	London u.a.: Routledge (2012), XIV, 291 S.Verfügbarkeit
Reihe	Education policy and leadership
Beigaben	grafische Darstellungen; Literatur- und URL-Angaben S. [246]-281
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-415-69899-5; 978-0-415-69899-3
Schlagwörter	Vergleich; Bildungsstandards; Schule; Schulentwicklung; Leistungsbeurteilung; Messung; Marktorientierung; Professionalisierung; Effektivität; Leistungsmessung; Qualität; Qualitätsentwicklung; Qualitätssicherung; England; Großbritannien; Nordirland; Schottland; Wales
Abstract	This book provides a contemporary overview of school effectiveness and improvement. It charts the development of theory and research in this area and looks at the contribution made to policy and practice. It also challenges some assumptions that have become ingrained into the theoretical and methodological traditions of the field. By challenging these orthodoxies, it provides a framework that sets a new agenda and repositions the field to meet the emerging challenges of the twenty-first century. The book's contributors argue that traditional measures of school effectiveness are challenged as systems have attempted to adapt to a complex range of emerging agendas. New theoretical perspectives are required which consider 'education' and a 'broader set of outcomes'. This shift requires a rethink of how effectiveness and improvement have been understood by the field, and a reconstruction by policy makers and practitioners. Attention must be given to promoting equity as well as effectiveness so that one school or student's gain no longer means another's loss. The field must develop new methodologies based on a broader set of outcomes if inequities within education systems are to be challenged. The two questions guiding this book are: (1) how can educational effectiveness and improvement research and practice support the development of a more equitable education service? (2) What are the key indicators of educational effectiveness and improvement and what are the new methodologies required to facilitate a shift from 'school' effectiveness and improvement to 'educational' effectiveness and improvement? (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/3