The Routledge international handbook of educational effectiveness and improvement : research, policy, and practice / edited by Christopher Chapman. [et al.].

Format
Book
Language
English
Εdition
1st ed.
Published/​Created
London ; New York : Routledge, 2016.
Description
1 online resource (573 p.)

Details

Subject(s)
Related name
Series
  • Routledge international handbook series. [More in this series]
  • The Routledge international handbook series
Summary note
An essential resource for those interested in the effectiveness of educational systems, organisations and classrooms. It offers academics, researchers, students, policy-makers new insights into the latest thinking and evidence about educational effectiveness.
Notes
Description based upon print version of record.
Bibliographic references
Includes bibliographical references and index.
Source of description
Description based on print version record.
Language note
English
Contents
  • The Routledge International Handbook of Educational Effectiveness and Improvement- Front Cover; The Routledge International Handbook of Educational Effectiveness and Improvement; Title Page; Copyright; Contents; Figures; Tables; Contributors; Abbreviations; Preface; Chapter 1: Educational effectiveness and improvement research and practice: The emergence of the discipline; Characteristic one: A commitment to theory generation; Characteristic two: A commitment to methodological sophistication
  • Characteristic three: A commitment to the importance of the learning level and multiple levels generallyCharacteristic four: A commitment to measuring the multiple outcomes of education; Characteristic five: An outward facing discipline responding to criticism; Needed characteristic one: To have greater policy and practice impact; Needed characteristic two: To understand the application of technology in educational settings; Needed characteristic three: To develop a more forward-thinking perspective; Needed characteristic four: Reconceptualising the 'failing' school; Conclusions
  • Chapter 2: Methodological and scientific properties of school effectiveness research: Exploring the underpinnings, evolution, and future directions of the fieldIntroduction; Definitions; Defining 'educational effectiveness': Key terms and measures; The underpinnings and evolutionary paths of the field; The evolution of EER in non-Western countries; The heritage of EER and methodological variation within the field; Measurement and instrument development; Use of alternative school outcome variables and curriculum specific measures; School connectedness; School climate
  • Summary of challenges to the fieldConclusions and future directions; Notes; Chapter 3: Effective school processes; Introduction: The phases of research on effective processes; Which processes matter at school level?; How these effectiveness factors operate; Effective school leadership; Which processes matter at the classroom level?; The processes of educational ineffectiveness; The contextual specificity of effectiveness factors; Studying the interactions of schools, communities, and families; The need to understand school processes better
  • The requirements of future research on effective school processesConclusions; Chapter 4: The scientific properties of teacher effects/effective teaching processes; Introduction; Process-product research on teacher behaviours; Teacher effectiveness research and the development of direct instruction; Collaborative small group learning and peer tutoring; New learning and developing meta-cognitive skills; Hattie's meta-analyses; Integrated models: Hattie, Klieme, and the dynamic model; Cognitive science and new directions in research on learning; Conclusion
  • Chapter 5: School improvement and system reform
Other title(s)
International handbook of educational effectiveness and improvement
ISBN
  • 1-78539-609-9
  • 1-315-67948-5
  • 1-317-39431-3
  • 1-317-39432-1
OCLC
958106754
Doi
  • 10.4324/9781315679488
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