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Titlebook: Concept and Design Developments in School Improvement Research; Longitudinal, Multil Arnoud Oude Groote Beverborg,Tobias Feldhoff,Falk Boo

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發(fā)表于 2025-3-21 17:14:05 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱(chēng)Concept and Design Developments in School Improvement Research
副標(biāo)題Longitudinal, Multil
編輯Arnoud Oude Groote Beverborg,Tobias Feldhoff,Falk
視頻videohttp://file.papertrans.cn/235/234870/234870.mp4
概述Contributes to further development of school improvement and accountability by bridging qualitative and quantitative research.Presents innovative methodological approaches that go beyond self-ratings
叢書(shū)名稱(chēng)Accountability and Educational Improvement
圖書(shū)封面Titlebook: Concept and Design Developments in School Improvement Research; Longitudinal, Multil Arnoud Oude Groote Beverborg,Tobias Feldhoff,Falk  Boo
描述.This open access book discusses challenges in school improvement research and different methodological approaches that have the potential to foster school improvement research. Research on school improvement and accountability analysis places high demands on a study’s design and method. The potential of combining the depth of case studies with the breath of quantitative measures and analyses in a mixed-methods design seems very promising. Consequently, the focus of the book lies on innovative methodological approaches..The book chapters address design, measurement, and analysis developments as well as theoretical and conceptual developments. The relevance of the research presented in the chapters for educational accountability is discussed in the book’s discussion chapter..More specifically, authors present one specific innovative methodological approach and clarify that approach with a concrete example in the context of school improvement, based on empirical data whenpossible. In this way, this book helps researchers designing complex useful studies..
出版日期Book‘‘‘‘‘‘‘‘ 2021
關(guān)鍵詞Structure of educational systems; Accountability and evaluation systems; School improvement research; M
版次1
doihttps://doi.org/10.1007/978-3-030-69345-9
isbn_softcover978-3-030-69347-3
isbn_ebook978-3-030-69345-9Series ISSN 2509-3320 Series E-ISSN 2509-3339
issn_series 2509-3320
copyrightThe Editor(s) (if applicable) and The Author(s) 2021
The information of publication is updating

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The Relationship Between Teacher Professional Community and Participative Decision-Making in SchoolM) within schools. Considering that these relationships proved relevant to school improvement in different countries, a comparative approach will allow us to establish whether this positive relationship holds true for a wider range of European countries. This study presents results of this relations
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The Structure of Leadership Language: Rhetorical and Linguistic Methods for Studying School Improveand in particular persuasion, in the implementation of reform. In addition to exploring the ways in which discourse analysis can be used more generally to understand the nature of school improvement, I also focus on the particular method of rhetorical analysis as it can be leveraged to understand ho
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Designing and Piloting a Leadership Daily Practice Log: Using Logs to Study the Practice of Leaderstion of data sources—namely, a daily practice log, observations, and open-ended cognitive interviews—the authors evaluate the validity of the LDP log. Formal and informal leaders were asked to complete the LDP log for 2?weeks; observers shadowed a subsample of leaders in each school, 1?day per week.
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