Establishing a knowledge base for quality in education: Testing a dynamic theory for education
Handbook on designing evidence-based strategies and actions to promote quality in education
1st Edition
Published on 1. January 2013
97 pages
978-3-8309-7933-3 (ISBN)
Description
Although European policies promote the development of a knowledge-based society, international comparative studies reveal that large differences exist in the average achievement level and in offering equal opportunities to diverse student populations. In this handbook we provide suggestions to schools on establishing an evidence-based and theory-driven approach to promote quality in education. Specifically, we offer guidelines to schools on how to establish School Self-Evaluation (SSE) mechanisms measuring the functioning of school factors and identify priorities for improvement. By making use of the knowledge-base of EER, schools are also provided with guidelines on how to develop strategies and action plans to address their improvement priorities. Thus, the main aim of this handbook is to encourage readers, when faced with different challenges/problems, to uncover and exploit the available knowledge-base of EER and to act with flexibility in using the dynamic approach to design, implement and evaluate policies and action plans for promoting quality in education. Contributors: Bert Creemers, Leonidas Kyriakides, Anastasia Panayiotou, Wilfried Bos, Heinz Günter Holtappels, Michael Pfeifer, Mario Vennemann, Heike Wendt, Katja Scharenberg, Emer Smyth, Léan McMahon, Selina McCoy, Jan Van Damme, Gudrun Vanlaar, Panayiotis Antoniou, Charalambos Charalambous, Evi Charalambous, Eliana Maltezou, Darko Zupanc, Matev? Bren, Ga?per Cankar, Alenka Hauptman, Galini Rekalidou, Efthymia Penderi, Konstantinos Karadimitriou, Anastasia Dimitriou, Despina Desli, Antiopi Tempridou.
Prof. Dr. Wilfried Bos, Direktor des Instituts für Schulentwicklungsforschung, Technische Universität Dortmund Arbeitsschwerpunkte - Empirische Forschungsmethoden - Qualitätssicherung im Bildungswesen - Internationale Bildungsforschung - Pädagogische Chinaforschung - Sozialisationsprozesse ethnischer Minoritäten unter den Aspekten einer europäischen Integration
Prof. Dr. Wilfried Bos, Direktor des Instituts für Schulentwicklungsforschung, Technische Universität Dortmund Arbeitsschwerpunkte - Empirische Forschungsmethoden - Qualitätssicherung im Bildungswesen - Internationale Bildungsforschung - Pädagogische Chinaforschung - Sozialisationsprozesse ethnischer Minoritäten unter den Aspekten einer europäischen Integration
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Bert Creemers | Leonidas Kyriakides | Anastasia Panayiotou
Establishing a knowledge base for quality in education: Testing a dynamic theory for education
Handbook on designing evidence-based strategies and actions to promote quality in education
Book
06/2013
1st Edition
Waxmann
€29.90
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Content
1 - Buchtitel [Seite 1]
2 - Contents [Seite 6]
3 - Chapter 1: Developing a dynamic theory of educational effectiveness to promote [Seite Chapter 1: Developing a dynamic theory of educational effectiveness to promote]
quality in education: A European project - 8 [Seite 8]
3.1 - Introduction [Seite 8]
3.2 - Research design [Seite 10]
3.3 - The aims and the structure of the handbook [Seite 11]
4 - Chapter 2: The dynamic model of educational effectiveness: [Seite Chapter 2: The dynamic model of educational effectiveness:]
An overview and empirical evidence introduction - 12 [Seite 12]
4.1 - Introduction [Seite 12]
4.2 - The rationale of the model [Seite 12]
4.3 - The essential characteristics of the dynamic model [Seite 13]
4.4 - Looking at qualitative characteristics of factors to provide feedbackfor improvement purposes [Seite 15]
4.5 - The dynamic model: Factors operating at student, classroom, school,and system level [Seite 19]
4.6 - Empirical evidence supporting the dynamic model [Seite 38]
4.7 - Conclusions [Seite 43]
5 - Chapter 3: The dynamic approach to school improvement [Seite 45]
5.1 - Introduction [Seite 45]
5.2 - Major steps for effective school improvement [Seite 47]
5.3 - Overview of the major steps of DASI and supporting evidence [Seite 55]
6 - Chapter 4: Using DASI for school improvement purposes: Translating the approach [Seite Chapter 4: Using DASI for school improvement purposes: Translating the approach]
into actions - 62 [Seite 62]
6.1 - Introduction [Seite 62]
6.2 - Why school self-evaluation is an essential part of DASI? [Seite 62]
6.3 - What steps do schools have to follow in using the DASI to improve theireffectiveness? [Seite 65]
6.4 - The design of actions and strategies for improvement [Seite 71]
6.5 - Main conclusions emerging from the handbook [Seite 87]
7 - References [Seite 88]
2 - Contents [Seite 6]
3 - Chapter 1: Developing a dynamic theory of educational effectiveness to promote [Seite Chapter 1: Developing a dynamic theory of educational effectiveness to promote]
quality in education: A European project - 8 [Seite 8]
3.1 - Introduction [Seite 8]
3.2 - Research design [Seite 10]
3.3 - The aims and the structure of the handbook [Seite 11]
4 - Chapter 2: The dynamic model of educational effectiveness: [Seite Chapter 2: The dynamic model of educational effectiveness:]
An overview and empirical evidence introduction - 12 [Seite 12]
4.1 - Introduction [Seite 12]
4.2 - The rationale of the model [Seite 12]
4.3 - The essential characteristics of the dynamic model [Seite 13]
4.4 - Looking at qualitative characteristics of factors to provide feedbackfor improvement purposes [Seite 15]
4.5 - The dynamic model: Factors operating at student, classroom, school,and system level [Seite 19]
4.6 - Empirical evidence supporting the dynamic model [Seite 38]
4.7 - Conclusions [Seite 43]
5 - Chapter 3: The dynamic approach to school improvement [Seite 45]
5.1 - Introduction [Seite 45]
5.2 - Major steps for effective school improvement [Seite 47]
5.3 - Overview of the major steps of DASI and supporting evidence [Seite 55]
6 - Chapter 4: Using DASI for school improvement purposes: Translating the approach [Seite Chapter 4: Using DASI for school improvement purposes: Translating the approach]
into actions - 62 [Seite 62]
6.1 - Introduction [Seite 62]
6.2 - Why school self-evaluation is an essential part of DASI? [Seite 62]
6.3 - What steps do schools have to follow in using the DASI to improve theireffectiveness? [Seite 65]
6.4 - The design of actions and strategies for improvement [Seite 71]
6.5 - Main conclusions emerging from the handbook [Seite 87]
7 - References [Seite 88]
