A Framework for a Taxonomy of Schools: Going beyond Governance-Based Categories When Evaluating and Comparing Schools

Autor/in	Van Ryzin, Mark J.
Institution	Education Evolving
Titel	A Framework for a Taxonomy of Schools: Going beyond Governance-Based Categories When Evaluating and Comparing Schools
Quelle	(2015), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Taxonomy; Governance; Academic Achievement; Accountability; Outcomes of Education; Comparative Analysis; Institutional Characteristics; Institutional Evaluation; Educational Facilities; Teaching Methods; School Administration; Technology Uses in Education; School Effectiveness; Guidelines; Curriculum Design; Student Evaluation; Evaluation Methods; School Schedules; Teacher Student Relationship; Ability Grouping; Multilingualism; Cooperative Learning; Student Participation; Faculty Development; Parent Participation + Suchen Sie Ihr Suchwort? Taxonomie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Schulleistung; Verantwortung; Lernleistung; Schulerfolg; Bildungsstätte; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schuleffizienz; Richtlinien; Lehrplangestaltung; Schulnote; Studentische Bewertung; Schulzeiteinteilung; Teacher student relationships; Lehrer-Schüler-Beziehung; Homogene Gruppierung; Niveaugruppierung; Streaming; Mehrsprachigkeit; Multilingualismus; Kooperatives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elternmitwirkung
Abstract	Given the current focus on school evaluation and accountability, it is vitally important to capture those differences among schools that can be expected to contribute to student success as measured by students' behavioral, emotional, and academic outcomes. The current practice of comparing "district" and "charter" schools, for example, or "public" and "private" schools, obscures the more important differences that such schools may have and does not provide a basis for substantive conclusions. To truly understand school differences, we must go beyond the surface of simple governance issues to consider how, at a deeper level, schools differ from one another. This paper presents the results from an extensive review of schools (district, chartered, and private) and the school effectiveness research. Potentially important differences among schools are highlighted and the implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01