Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 634
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 634
Book Description
Research in Education
Author: Resources in Education
Author: School Leadership in Diverse Contexts
Author: Simon ClarkePublisher: Routledge
ISBN: 1317595912
Category : Education
Languages : en
Pages : 204
Book Description
School Leadership in Diverse Contexts demonstrates the centrality of context to understanding school leadership. It offers varied portrayals of leadership in a diverse range of distinct settings. Each chapter highlights the prominence of context in understanding the realities of school leadership, focusing on issues and influences that school leaders face, strategies school leaders adopt to deal with the complexities of their work, and conceptualisations of school leadership relevant to the context. An impressive array of international experts examine this neglected area of research by considering school leadership in nine heterogeneous contexts, providing rich and varied portrayals of school leadership and suggesting ways in which the leadership may be enhanced. School Leadership in Diverse Contexts is an ideal book for undergraduate and postgraduate students, particularly those studying units in educational leadership, comparative education and educational policy. Similarly undergraduate and postgraduate students engaged with development studies, history, sociology, law, human geography will be attracted to this text.
Planning, Instruction, and Assessment
Author: Leslie GrantPublisher: Routledge
ISBN: 1317924401
Category : Education
Languages : en
Pages : 170
Book Description
This entry in the James H. Stronge Research-to-Practice Series focuses on specific strategies teachers can use to improve the quality of their instruction. Studies have shown teacher quality to be the top indicator of student achievement, with the effects of good teachers apparent even as students move on to successive grades. In this book, Grant, Hindman, and Stronge explore the relationship between teacher effectiveness and student learning. They provide a bridge between research-based theories and practical classroom applications. Templates, planning forms, and other reproducibles help teachers make a noticeable impact on student success using proven techniques and practices. Topics include tiered lessons, using assessment data, and much more.
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
Visible Learning
Author: John HattiePublisher: Routledge
ISBN: 1134024118
Category : Education
Languages : en
Pages : 454
Book Description
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Advances in Nature of Science Research
Author: Myint Swe KhinePublisher: Springer Science & Business Media
ISBN: 9400724578
Category : Science
Languages : en
Pages : 273
Book Description
This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term ‘Nature of Science’ (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship. Recent analysis of research trends in science education indicates that investigation of the nature of science continues to be one of the most prevalent topics in academic publications. Advances in Nature of Science Research explores teaching and assessing the nature of science as a means of addressing and solving problems in conceptual change, developing positive attitudes toward science, promoting thinking habits, advancing inquiry skills and preparing citizens literate in science and technology. The book brings together prominent scholars in the field to share their cutting-edge knowledge about the place of the nature of science in science teaching and learning contexts. The chapters explore theoretical frameworks, new directions and changing practices from intervention studies, discourse analyses, classroom-based investigations, anthropological observations, and design-based research.
Comprehensive Dissertation Index, 1861-1972: Education
Author: Xerox University MicrofilmsPublisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1040
Book Description
Who Controls Teachers' Work?
Author: Richard M. IngersollPublisher: Harvard University Press
ISBN: 9780674038950
Category : Education
Languages : en
Pages : 370
Book Description
Schools are places of learning but they are also workplaces, and teachers are employees. As such, are teachers more akin to professionals or to factory workers in the amount of control they have over their work? And what difference does it make? Drawing on large national surveys as well as wide-ranging interviews with high school teachers and administrators, Richard Ingersoll reveals the shortcomings in the two opposing viewpoints that dominate thought on this subject: that schools are too decentralized and lack adequate control and accountability; and that schools are too centralized, giving teachers too little autonomy. Both views, he shows, overlook one of the most important parts of teachers' work: schools are not simply organizations engineered to deliver academic instruction to students, as measured by test scores; schools and teachers also play a large part in the social and behavioral development of our children. As a result, both views overlook the power of implicit social controls in schools that are virtually invisible to outsiders but keenly felt by insiders. Given these blind spots, this book demonstrates that reforms from either camp begin with inaccurate premises about how schools work and so are bound not only to fail, but to exacerbate the problems they propose to solve.