The dynamics of educational effectiveness. A contribution to policy, practice and theory in contemporary schools. 1. publ.

Autor/inn/en	Creemers, Bert P. M.; Kyriakides, Leonidas
Titel	The dynamics of educational effectiveness. A contribution to policy, practice and theory in contemporary schools. 1. publ.
Quelle	London u.a.: Routledge (2008), XII, 307 S.Verfügbarkeit
Reihe	Contexts of learning
Beigaben	grafische Darstellungen; Literaturangaben S. [268]-293
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	978-0-415-38951-8; 978-0-415-39953-1
Schlagwörter	Bildungsforschung; Empirische Untersuchung; Evaluation; Metaanalyse; Methodologie; Validität; Bildungspolitik; Modell; Qualität; Schule; Schulpolitik; Theorie; Validität; Evaluation; Bildungspolitik; Schulpolitik; Bildungsforschung; Methodologie; Metaanalyse; Schule; Schülerleistung; Lernbedingungen; Lernumgebung; Effektivität; Effektivität; Einflussfaktor; Modell; Qualität; Theorie
Abstract	After 40 years of research on educational effectiveness, the initial optimism with which it was greeted has begun to wane, perhaps because educational effectiveness research was insufficiently related to the changes that take place in education. In looking at the dynamic perspective of education, this book implies that the new, constantly changing goals of education and the associated changes in the teaching and learning strategies should be incorporated in the modelling of educational effectiveness. The dynamic modal advocated in the book is a response to this demand and contributes to the establishment of a theoretical frame work for the field that can be used by policy-makers and practitioners to improve practice thorough a theory-driven and an evidence-based approach. After providing an overview of the development of the field and its main theoretical concepts and methodological tools, the authors present, in detail, a dynamic model of educational effectiveness which refers to factors at student, teacher, school and context level. This implies scrutinising and redefining traditional factors and introducing new overarching factors at each level. Specifically, the factors of the model and their functioning are used in analysing the current situation and to design policies and practices for improvement. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/2