標題: Titlebook: Educational Effectiveness and Ineffectiveness; A Critical Review of Jaap Scheerens Book 2016 Springer Science+Business Media Dordrecht 2016 [打印本頁] 作者: 注射 時間: 2025-3-21 19:56
書目名稱Educational Effectiveness and Ineffectiveness影響因子(影響力)
書目名稱Educational Effectiveness and Ineffectiveness影響因子(影響力)學(xué)科排名
書目名稱Educational Effectiveness and Ineffectiveness網(wǎng)絡(luò)公開度
書目名稱Educational Effectiveness and Ineffectiveness網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Educational Effectiveness and Ineffectiveness被引頻次
書目名稱Educational Effectiveness and Ineffectiveness被引頻次學(xué)科排名
書目名稱Educational Effectiveness and Ineffectiveness年度引用
書目名稱Educational Effectiveness and Ineffectiveness年度引用學(xué)科排名
書目名稱Educational Effectiveness and Ineffectiveness讀者反饋
書目名稱Educational Effectiveness and Ineffectiveness讀者反饋學(xué)科排名
作者: 可以任性 時間: 2025-3-21 20:47 作者: exophthalmos 時間: 2025-3-22 02:18 作者: 聯(lián)想 時間: 2025-3-22 07:29
An Overarching Conceptual Frameworkeatures of the conceptual framework, like the importance of contextual conditions and autonomy at each of the levels, point at complexity that goes beyond a straightforwardly linear and instrumental association of malleable inputs and processes with outcomes. And this complexity sets the stage for m作者: visual-cortex 時間: 2025-3-22 10:09 作者: placebo 時間: 2025-3-22 13:48 作者: placebo 時間: 2025-3-22 20:02 作者: 擁護者 時間: 2025-3-23 00:05 作者: itinerary 時間: 2025-3-23 05:03
Effects and Effect Sizes in Educational Effectiveness Researchnuity designs. Other relevant issues are the application of longitudinal designs, path analysis methods to establish indirect effects and mediation and the application of experimental and quasi-experimental designs.作者: 影響深遠 時間: 2025-3-23 05:37
Meta-Analyses of School and Instructional Effectivenessconsidered as small effects; although in the discussion some arguments are provided that might lead to an upgrading of what one could call the “practical significance” of these effect sizes. The overriding conclusion of the meta-analysis of teaching factors is that effective teaching is a matter of 作者: GOUGE 時間: 2025-3-23 10:27 作者: Rankle 時間: 2025-3-23 17:16 作者: Liability 時間: 2025-3-23 18:20 作者: 碎片 時間: 2025-3-24 01:49
Recapitulation and Application to School Improvement broad consensus on the factors that are positively associated with student performance, there is much divergence in reviews and meta-analyses about the actual effect sizes. Despite the rationality and common sense of the conceptual models, there was a story to be told about the negative side effect作者: 聽覺 時間: 2025-3-24 04:48
Case Study: Quality-Oriented Educational Policy in the Netherlands. Next two policy programs are described. The first program, “Schools have the Initiative”, is expected to bring the nationally agreed quality agendas into practice by an approach that is “owned” by the autonomous schools. The second program is the educational priority program, aimed at enhancing th作者: IRS 時間: 2025-3-24 09:35
https://doi.org/10.1007/978-81-322-1611-7eatures of the conceptual framework, like the importance of contextual conditions and autonomy at each of the levels, point at complexity that goes beyond a straightforwardly linear and instrumental association of malleable inputs and processes with outcomes. And this complexity sets the stage for m作者: 沒血色 時間: 2025-3-24 13:57
The Newton Kantorovich (NK) Method,ing opportunities to learn, a gradual blending of structured and independent learning-oriented teaching strategies (with cognitive activation and teaching learning strategies as important new elements), and a fluctuating attention for teacher characteristics, with teacher pedagogical content knowled作者: Glucose 時間: 2025-3-24 18:54
Ultrabroadband Terahertz Spectroscopypirical research results, here indicated as the “effective school model,” the models support a selection of relevant school effectiveness enhancing variables. In a summary table these variables are described as results of school management strategies. Several models of the school point are covered a作者: Meager 時間: 2025-3-24 22:45
Olivier de Bandt,Jean-Pierre Villetelle/adaptive instruction, feedback and reinforcement. These constructs are described in general terms, sub-components of each factor are presented, and, in a final summary table, illustrative operationalizations at item level are given.作者: coagulation 時間: 2025-3-25 01:19
https://doi.org/10.1007/978-1-349-23345-8the case of decentralization policies and changing the secondary school system from high stratification to more integrated and comprehensive. Reforms in the domain of accountability, evaluation and assessment are also likely to involve structural adaptations next to procedural facets. Managing the e作者: 假設(shè) 時間: 2025-3-25 04:58
nuity designs. Other relevant issues are the application of longitudinal designs, path analysis methods to establish indirect effects and mediation and the application of experimental and quasi-experimental designs.作者: inveigh 時間: 2025-3-25 10:48 作者: FLORA 時間: 2025-3-25 13:40
https://doi.org/10.1007/978-1-4419-6330-7e less straightforward or altogether absent. In the chapter, research was cited that looked more closely at indirect influence of system-level conditions mediated by school-level conditions, and at stability and change on these indicators over a period of 9?years, comparing results from PISA 2009 wi作者: gerontocracy 時間: 2025-3-25 19:33 作者: Aesthete 時間: 2025-3-25 21:52
Methodologies, Methods and Data,s and eclectic use of available theories, are considered in a confrontation with different appreciations of the strength of the current knowledge base. It is concluded that a range of different interpretations of the rationality paradigm (synoptic planning, contingency theory, creating market mechan作者: Engaged 時間: 2025-3-26 03:30 作者: 考博 時間: 2025-3-26 07:27 作者: Acetabulum 時間: 2025-3-26 11:39 作者: engagement 時間: 2025-3-26 15:30
https://doi.org/10.1007/978-94-017-7459-8teaching effectiveness; school effectiveness; system effectiveness; education as a hierarchical system; 作者: 純樸 時間: 2025-3-26 19:55 作者: 消耗 時間: 2025-3-26 21:52
https://doi.org/10.1007/978-81-322-1611-7ical research has produced a body of knowledge on “what works best” at each level. The conceptual framework that is presented has the function of organizing the knowledge base, and to support deeper understanding, by means of specifying partial models at each level, and theoretical interpretations. 作者: 緩解 時間: 2025-3-27 02:31
The Newton Kantorovich (NK) Method,hapter leads up to a summary table, in which the core variables of 40 empirical studies are described in more detail. Whereas in the previous chapter the key-variables in teaching and instructional effectiveness were generated on the basis of conceptual and theoretical ideas about learning and effec作者: Exclaim 時間: 2025-3-27 05:48
Ultrabroadband Terahertz Spectroscopyhool-level is seen as operating within the context of national structures and policies and as having the function to create facilitating and stimulating conditions for effective instruction at class level. The theoretical models of the school that are discussed are compared to a first impression of 作者: 同謀 時間: 2025-3-27 12:34 作者: 鋼筆記下懲罰 時間: 2025-3-27 15:21 作者: 不在灌木叢中 時間: 2025-3-27 19:18
n “unit effects” in the sense of the difference it makes to be taught by one teacher or the next, to go to one school or another etc. and the influence of malleable variables, such as implementing a specific teaching approach. A major issue is to separate deliberate actions and treatments from other作者: Latency 時間: 2025-3-28 01:26
Defining Probabilities of Eventseffectiveness-enhancing factors and student outcome variables (replications). The original studies were carried out between 1984 and 2005. Next a meta-analysis on instructional effectiveness was carried out, based on 177 studies and comprising a total of 1912 replications, for which the original stu作者: Legion 時間: 2025-3-28 04:15
https://doi.org/10.1007/978-1-4419-6330-7 systems and policy amenable variables, are discussed. Since system-level educational effectiveness is a relatively young field of study, a narrative review of research findings on the most relevant system-level conditions appeared to be the only feasible approach. The main system-level variables on作者: 發(fā)起 時間: 2025-3-28 06:45 作者: surmount 時間: 2025-3-28 14:28
Methodologies, Methods and Data,ier work by the author Scheerens (School Effectiveness and School Improvement 24(1):1–38, 2013a, School Leadership & Management 33(1):20–25, 2013b) pointed out that the use of theory in school effectiveness research is quite limited and eclectic. Following Snow’s (Handbook of research on teaching. R作者: encyclopedia 時間: 2025-3-28 18:23 作者: Conquest 時間: 2025-3-28 22:19 作者: instructive 時間: 2025-3-29 01:49 作者: 白楊魚 時間: 2025-3-29 04:43
http://image.papertrans.cn/e/image/302592.jpg作者: 開始發(fā)作 時間: 2025-3-29 08:15 作者: arrhythmic 時間: 2025-3-29 12:29
Defining the Key Factors in Instructional Effectivenesshapter leads up to a summary table, in which the core variables of 40 empirical studies are described in more detail. Whereas in the previous chapter the key-variables in teaching and instructional effectiveness were generated on the basis of conceptual and theoretical ideas about learning and effec作者: rheumatology 時間: 2025-3-29 19:21
Modelling School Effectivenesshool-level is seen as operating within the context of national structures and policies and as having the function to create facilitating and stimulating conditions for effective instruction at class level. The theoretical models of the school that are discussed are compared to a first impression of 作者: 佛刊 時間: 2025-3-29 23:42 作者: 小丑 時間: 2025-3-30 01:26
System-Level Context and Effectiveness Enhancing Policiesand ecology and policy amenable factors associated with educational attainment is used, once again, as the ordering framework for describing the most relevant conditions. First of all, the larger societal context is mentioned as it interacts with the educational (sub-) system. On the one hand, high 作者: 爭吵 時間: 2025-3-30 04:04
