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School Improvement Through Performance Feedback

Author: A.J. Visscher
Publisher: Routledge
ISBN: 1134381107
Size: 15.77 MB
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Internationally there is an increasing trend to publish and feed back information to schools and teachers on their functioning. School improvement is often the central goal, though accountability and the promotion of parental/student school choice also play an important role.Practical initiatives and research in this field have often failed to recognize the full complexity of improving schools through school performance feedback. Relevant questions are, for example, to what extent: the information fed back to schools is valued and understood by them; the school performance feedback enables appropriate diagnosis and remediation to take place in schools; the use of the feedback generates conflicts and tensions for teachers and administrators; the features of the implementation process and school organization influence the utilization of school performance feedback systems; schools do actually improve as a result of performance feedback; and the feedback systems have unintended effects. This book fills the gap by including: a thorough conceptualization of school feedback as a performance enhancing mechanism, and the prerequisites for utilizing this information in schools; a typology of school performance indicators; a review of the research on the impact of feeding back performance information to individuals and to organizations; evidence on the process, problems and impact of school performance feedback from an international variety of contexts (Australia, the Netherlands, United Kingdom, USA); and reflections on these experiences within the theoretical framework, leading to recommended strategies for school improvement through performance feedback.

Lernstandserhebungen Reflexion Und Nutzung

Author: Jana Groß Ophoff
Publisher: Waxmann Verlag
ISBN: 3830977786
Size: 31.16 MB
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Zur Untersuchung des Prozesses pädagogischer Nutzung der Rückmeldung von Leistungsergebnissen wurden in den Jahren 2004 bis 2008 begleitend zur Durchführung von Vergleichsarbeiten in der Grundschule (Projekt VERA) replikative Surveystudien bei teilnehmenden Lehrkräften durchgeführt. Hieraus werden in diesem Buch trend- und strukturanalytische sowie typologische Auswertungen vorgestellt und kritisch diskutiert: Insgesamt sind rückläufige Trends in der Auseinandersetzung mit und Nutzung von Rückmeldungen aus Vergleichsarbeiten zu beobachten. Zugleich erweisen sich v. a. motivationale Aspekte als bedeutsam für den Prozess pädagogischer Nutzung dieses Feedbacks. Jana Groß Ophoff studierte Psychologie an der Universität Freiburg. Anschließend arbeitete und promovierte sie an der Universität Koblenz-Landau in dem Projekt Vergleichsarbeiten in der Grundschule (VERA). Seit 2010 ist sie wissenschaftliche Mitarbeiterin an der Pädagogischen Hochschule Freiburg mit Schwerpunkt in der Empirischen Bildungs- und Unterrichtsforschung.

Grundschule Zwischen Den Anspr Chen Der Individualisierung Und Standardisierung

Author: Margarete Götz
Publisher: Springer-Verlag
ISBN: 3322808041
Size: 71.29 MB
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Die Grundschule als erste verpflichtende Bildungsinstitution für alle Kinder steht seit ihrer Gründung 1920 vor der Herausforderung, der individuellen Entwicklung des einzelnen Kindes ebenso gerecht zu werden wie den normierten Erwartungen der Gesellschaft. Im Gefolge internationaler Vergleichsstudien (TIMSS, PISA, IGLU) mit weltweit standardisierter Schulleistung hat die Doppelaufgabe der Grundschule sowie die mit ihrer Erfüllung verbundenen Probleme und möglichen Folgelasten eine erneute Aufmerksamkeit in der wissenschaftlichen Reflexion innerhalb wie außerhalb der Grundschulpädagogik erfahren. Die in dem Band versammelten Beiträge befassen sich auf der Basis neuer forschungsbasierter Erkenntnisse mit den für die Arbeit in der Grundschule typischen Ansprüchen der Standardisierung und Individualisierung.

500 Tips For School Improvement

Author: Helen Horne
Publisher: Psychology Press
ISBN: 9780749422301
Size: 71.51 MB
Format: PDF
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School improvement is one of the major issues facing schools, brought about by government pressure - schools now have to prove that they are effective learning organizations. To achieve this, management competences must evolve at the same time as staff development and training. This text provides useful tips covering all aspects of school management and individual effectiveness.

Managing Teacher Appraisal And Performance

Author: Carol Cardno
Publisher: Routledge
ISBN: 1134547781
Size: 39.18 MB
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The biggest single issue currently facing school managers is how they should appraise their staff and what the implications of the process are. This edited collection brings together the latest thinking on the subject, from both the UK and overseas, and places it directly in the context of school management. Issues discussed include the role of appraisal in school leadership and the role of appraisal in developing teachers. The importance of this combined with the lack of published material on the subject make this book an essential purchase for all headteachers, heads of department, INSET co-ordinators and postgraduate educational management students.

Improving School Leadership The Toolkit

Author: Stoll Louise
Publisher: OECD Publishing
ISBN: 9264083502
Size: 32.11 MB
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This Toolkit is a professional development tool for individuals or groups. It is designed to help policy makers, practitioners and relevant stakeholders to analyse their current school leadership policies and practices and develop a common ...

Beyond School Improvement

Author: Robert Davidovich
Publisher: Corwin Press
ISBN: 141297139X
Size: 69.70 MB
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The authors discuss four elements of change and outline five essential practices for leading dynamic, innovative educational systems that prepare students for a changing world.

Statewide Exit Exams Governance And School Development

Author: Esther Dominique Klein
Publisher: Waxmann Verlag
ISBN: 3830979002
Size: 25.67 MB
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In the context of outcomes-based school governance, statewide exit exams are often expected to have a positive effect on student achievements if schools and teachers use the performance feedback from the exams for school, instructional, and professional development. However, very little is known about whether the exams are used for development at all and how this is affected by factors in the exam system and organizational aspects of schools. In a comparison of Finland, Ireland, and the Netherlands, the study therefore investigates how different exam systems and their functions, the conditions at school level, and the use of the exams for school and classroom development are associated. The study uses expert interviews and a questionnaire survey with principals and teachers. The role statewide exit exams can play in education systems is analyzed from a governance perspective and a school development perspective and discussed with an international comparative view. Esther Dominique Klein, born in 1982, Dr. phil., is research assistant at the Faculty of Educational Sciences of the University of Duisburg-Essen. Her main research interests lie in the areas of school system and school development research and international comparative education.