Literaturnachweis - Detailanzeige
Autor/inn/en | Oelkers, Jürgen; Reusser, Kurt |
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Sonst. Personen | Berner, Esther (Mitarb.); Halbheer, Ueli (Mitarb.); Stolz, Stefanie (Mitarb.) |
Institution | Deutschland / Bundesministerium für Bildung und Forschung |
Titel | Developing quality, safeguarding standards, handling differentiation. Titel in anderen Sprachen: Qualität entwickeln, Standards sichern, mit Differenzen umgehen. |
Quelle | Berlin u.a.: BMBF, Public Relations Div. (2008), 487 S. |
Reihe | Education research. 27; Education. Igniting ideas! |
Beigaben | grafische Darstellungen; Literaturangaben S. 435-487 |
Zusatzinformation | Inhaltsverzeichnis |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
Schlagwörter | Bildungsforschung; Bildungsmonitoring; Evaluation; Selbstevaluation; Test; Bildungspolitik; Deutschland; England; Großbritannien; Lehrplan; Luxemburg; Niederlande; Österreich; Bildungsstandards; Schule; Schweiz; Steuerung; Test; Unterricht; Evaluation; Schweden; USA; Bildungspolitik; Internationaler Vergleich; Bildungsforschung; Qualitätssicherung; Schulentwicklung; Leistungsbeurteilung; Selbstevaluation; Schule; Schulentwicklung; Lehrerausbildung; Leistungsbeurteilung; Feedback; Lehrplan; Unterricht; Steuerung; Internationaler Vergleich; Qualitätssicherung; Standard; Bildungsmonitoring; Deutschland; England; Großbritannien; Luxemburg; Niederlande; Schweden; Schweiz; USA; Österreich |
Abstract | The structure of the report is as follows: The first part sets out the development and discussion of the key concepts. Terms such as "competence", "standards" and "implementation" are not simply put in a political context but are reviewed in a particular theoretical and empirical sense (chapter 2). In a second step, the relevant results of research and development of educational standards in four selected countries are described [United States, The Netherlands, Sweden, England] (chapter 3). Building on this, an implementation model is developed in which a distinction is drawn between central themes, strategies, levels, players, procedures and contexts (chapter 4). Fourthly, concrete procedures and tools are described that could be used at the various levels (chapter 5). Following on from this, the report looks at the status of quality development, and specifically the development of educational standards, in the four countries that commissioned this study [Germany, Austria, Switzerland, Luxemburg] (chapter 6). The report is brought to a close with conclusions and recommendations (chapter 7). (DIPF/Orig./av). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2009/4 |