Good schools, effective schools : judgements and their histories
著者
書誌事項
Good schools, effective schools : judgements and their histories
（School development series）
Cassell, 1994
- : hard
- : pbk
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
What constitutes a "good" and an "effective" school? How have judgements of school effectiveness changed, and why? This book examines these questions, focusing on the development from a research-based movement in Britain, the USA and elsewhere in the 1970s. The author sets this development against a background of 19th- and 20th-century factors affecting judgements of what has constituted a "good" school in the UK. He traces the power of inspectors, exams, governments, managers and others to make judgements and to define the criteria for these judgements. He also looks at how research became influential. The book looks at issues of central importance in current schools policy and practice internationally.
目次
- Threads and meaning
- towards complexity
- the 19th century - elementary standards
- some recognized authority
- expertise and ignorance
- "Effective Schools" - a research movement
- implementation, policy and judgement
- government, market and frameworks of judgement
- "We already know"?.
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