Improving schools and raising standards. The impact of educational reforms in England.

Autor/in	Sammons, Pamela
Titel	Improving schools and raising standards. The impact of educational reforms in England.
Quelle	Aus: Eder, Ferdinand (Hrsg.); Gastager, Angela (Hrsg.); Hofmann, Franz (Hrsg.): Qualität durch Standards? Beiträge zum Schwerpunktthema der 67. Tagung der AEPF. Münster, Westfalen u.a.: Waxmann (2006) S. 39-53Verfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-8309-1679-5; 978-3-8309-1679-6
Schlagwörter	TIMSS (Third International Mathematics and Science Study); Vergleichsuntersuchung; Bildungsstandards; Bildungspolitik; Bildungsreform; Schule; Schulaufsicht; Schulleitung; Primarbereich; Sekundarbereich; Leistungsbeurteilung; Schülerleistung; Unterricht; Qualität; Qualitätssicherung; PISA (Programme for International Student Assessment); England; Großbritannien
Abstract	The paper gives a brief overview of education policy developments that can be referred to as examples of 'Standards Based Reforms' in England, and examines trends in patterns of student attainment and the quality of education. It draws on two recent studies, which provide more detailed analyses of potential influences on educational standards. The first is an international comparative project funded by the German Federal Ministry for Education led by the German Institute for International Educational Research (DIPF). This selected 6 successful countries, in terms of performance in the Programme for International Student Assessment (PISA) 2000 OECD survey of reading, mathematics and science attainment, for comparison with Germany, which had relatively poor attainment levels. The second is an evaluation of the impact of the Office for Standards in Education (Ofsted) inspection in England over 10 years (1993-2003). This has a particular focus on the relationship between inspection and improvement. Of particular interest is the question of the extent to which inspection has promoted improvement of weaker schools. This chapter makes reference to national assessment and public examination data sets published by the Department for Education and Skills (DiES) for English primary and secondary schools and to comparative performance data from international surveys such as the most recent Trends in International Mathematics and Science Study (TIMSS) 2003 as well as findings from the PISA 2000 survey. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/2