Literaturnachweis - Detailanzeige
| Sonst. Personen | Harris, Alma (Hrsg.) |
|---|---|
| Titel | Improving schools and educational systems. International perspectives. 1. Aufl. |
| Quelle | London u.a.: Routledge (2006), XVII, 315 S. |
| Reihe | Contexts of learning. 17; International Perspectives |
| Beigaben | grafische Darstellungen |
| Zusatzinformation | Inhaltsverzeichnis Verlagsangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 0-415-36222-9; 978-0-415-36222-1 |
| Schlagwörter | Bildung für alle; Bildungsforschung; Forschung; Schulreform; Schule; Schulsystem; Bildungsverwaltung; Schulentwicklung; Schulverwaltung; Primarbereich; Schulerfolg; Unterricht; Geschichte (Histor); Leseförderung; Lernende Organisation; Internationaler Vergleich; Effektivität; Innovation; Netzwerk; Qualität; Reform; Vernetzung; Wirkung; Wissensmanagement; Belgien; Finnland; Griechenland; Großbritannien; Italien; Kanada; Moldau (Republik); Niederlande; Portugal; Puerto Rico; Spanien; Südafrika (Staat); USA |
| Abstract | School improvement has become a dominant feature of educational reform and has gained prominence and recognition on the international stage. The pressure upon schools to improve performance has resulted in a wide range of school improvement programmes and initiatives. The most successful projects have systematically collected data and disseminated their findings through a wide variety of publications. Consequently, there is a wealth of evidence concerning effective school improvement in many different countries, yet in-depth, cross-cultural comparisons of 'what works' to improve both system and schools are fairly rare. This book considers the collective school improvement research base from different countries. It draws together accounts of school improvement projects, programmes and interventions that have been successful around the world in the last two decades. The broad international range of contributors, each an acknowledged expert, discusses case studies from Europe, North America, South Africa and Asia. The outcome is a considered reflection on the different phases in the development of the field, and a consolidation of the main messages emanating from its broad empirical base. In addition, this book highlights the increasing shift from individual school improvement initiatives to system-wide (i.e. state, national or district) change. The tensions that this shift can and does create are thoroughly explored, through study of well documented examples. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2006/5 |
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