Literaturnachweis - Detailanzeige
Sonst. Personen | Zhang, Yanhong (Hrsg.); Postlethwaite, Thomas Neville (Hrsg.); Grisay, Aletta (Hrsg.) |
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Titel | A view inside primary schools. A World Education Indicators (WEI) cross-national study. |
Quelle | Montreal: Unesco Inst. for Statistics (2008), 290 S. |
Beigaben | grafische Darstellungen; Literaturangaben S. 217-219 |
Zusatzinformation | Inhaltsverzeichnis |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
ISBN | 92-9189-058-8; 978-92-9189-058-3 |
Schlagwörter | Empirische Untersuchung; Fragebogenerhebung; Autonomie; Einstellung (Psy); Verhalten; Wahrnehmung; Zufriedenheit; Bildungsmanagement; Schule; Schulsystem; Schuljahr 04; Schulaufsicht; Schulleiter; Elternmitwirkung; Grundschule; Primarbereich; Lehrer; Schüler-Lehrer-Beziehung; Schüler; Lernen; Lernumgebung; Unterrichtsstil; Unterricht; Geschlecht; Lesenlernen; Sozioökonomische Lage; Arbeitsbedingungen; Ausbildungsniveau; Statistik; Internationaler Vergleich; Ausstattung; Benachteiligung; Verwaltung; Argentinien; Brasilien; Chile; Indien; Lateinamerika; Malaysia; Paraguay; Peru; Philippinen; Sri Lanka; Tunesien; Uruguay |
Abstract | The study presented in this report seeks to contribute to the understanding of schools across a range of education systems. As part of the World Education Indicators programme, the Survey of Primary Schools (WEI-SPS) offers unique insight into the classrooms of 11 diverse countries, [Argentina, Brazil, Chile, India, Malaysia, Paraguay, Peru, the Philippines, Sri Lanka, Tunisia and Uruguay], in order to understand and monitor the factors shaping the quality and equality of primary education. It examines the main issues and inputs shaping primary schools: the background characteristics of pupils; demographic and educational characteristics of teachers and school heads; school resources and conditions; instructional time; school management; teaching and learning styles in the classroom; as well as learning opportunities provided to pupils. The survey was designed to ensure that these data could be compared internationally. Therefore, it serves as a valuable resource for everyone interested in education quality and equality - from policymakers to teachers and academics. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2009/1 |