International Handbook of School Effectiveness and Improvement: Review, Reflection and ReframingTony Townsend Springer Science & Business Media, 2007 M09 21 - 1017 páginas This book celebrates twenty years of the International Congress for School Effecti- ness and Improvement. According to Judith Chapman’s report in the first issue of the Australian Network News (1989, p. 1): The initiative for ICES was taken by Dale Mann, former Chairperson (1976–85) of the Department of Educational Administration, Teachers’College, Columbia University, who served as the first Chairperson (1984–85) for the National Council for Effective Schools in the United States . . . [who] felt it timely to bring policy-makers, researchers and planners together. By mid-1987 eight countries, the USA, England, Wales, Scotland, Australia, Sweden, Canada and South Africa had shown sufficient interest for an international congress to be conducted in late 1987 or early 1988. “The planning group at Columbia was int- ested in a Congress in two parts: (1) a conference on school effectiveness open to all with an interest and with papers presented in the normal fashion for such events, and (2) a decision-making meeting at which the organization would be formally cons- tuted and decisions made. ” (Chapman, 1989, p. 1) In January 1988, the first Congress was held at the University of London. Policy makers, practitioners and scholars from 14 countries, including the initial 8, together with Germany, Hungary, Ireland, Israel, the Netherlands and Norway, attended the Congress and adopted the name “International Congress for School Effectiveness. |
Contenido
13 | |
Retrospective and Prospective | 57 |
School Effectiveness Research in Latin America | 75 |
Effective for What Effective for Whom? Two Questions | 92 |
Recent Progress | 111 |
A History of School Effectiveness and Improvement Research | 128 |
History of the School Effectiveness and Improvement Movement | 167 |
Innovations over | 183 |
Education Decentralisation and Accountability Relationships | 503 |
Equity Efficiency and the Development of South African Schools 523 | 522 |
Policy Perspective on School Effectiveness and Improvement at | 541 |
Diverse Populations and School Effectiveness | 556 |
Leadership and School Reform Factors | 597 |
A Leadership Perspective | 615 |
Leadership and School Effectiveness and Improvement | 635 |
Leadership Development for School Effectiveness and Improvement | 659 |
School Effectiveness and School | 205 |
The Development | 223 |
Three Waves | 243 |
School Effectiveness and Improvement in Taiwan | 269 |
School Effectiveness and Improvement in Mainland China | 287 |
Tracking Research Policy | 307 |
Reflections on the New Zealand Experience 325 | 324 |
History of the School Effectiveness and Improvement | 341 |
The Relationship Between Student Attainment and School Resources | 395 |
Accountability Funding and School Improvement in Canada 411 | 410 |
Cost and Financing of Education and Its Impact on Coverage and Quality | 425 |
Resources and School Effectiveness and Improvement | 451 |
Improvement | 470 |
From School | 485 |
Changing Teachers and Classrooms for School Improvement | 681 |
Issues | 706 |
The Evolving Role of Teachers in Effective Schools | 727 |
Teacher Education and Professional Development | 751 |
Implications of Findings from | 767 |
System Supports for Teacher Learning and School Improvement | 787 |
Curriculum Reforms and Instructional Improvement in Asia | 807 |
The Results | 824 |
Educational Policy and Secondary School Strategy | 859 |
The Case of the British Schools | 871 |
Creating New Schools Using Evidence Based Solutions A Case Study | 903 |
The Case | 916 |
About the Contributors | 963 |
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International Handbook of School Effectiveness and Improvement: Review ... Tony Townsend Vista previa limitada - 2007 |
Términos y frases comunes
academic accountability achievement activities American analysis approach areas assessment associated authorities better challenges chapter characteristics classroom concerned context countries critical culture curriculum differentiated disadvantaged early educational reforms Educational Research effective schools effectiveness and improvement Effectiveness and School efforts evaluation evidence example expectations experience factors findings focus funding future groups identified impact implementation important increasing indicators individual influence initiatives instruction International involved issues Journal knowledge leadership learning London major means measures ment outcomes parents performance planning positive practice presented Press primary principals problems professional programs progress pupil recent reform region relationship responsibility Reynolds role school effectiveness research school improvement secondary SESI social specific standards strategies studies success teachers teaching Teddlie United University variables