School-based evaluation : an international perspective
著者
書誌事項
School-based evaluation : an international perspective
(Advances in program evaluation : a research annual, v. 8)
JAI, 2002
大学図書館所蔵 全7件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
"An imprint of Elsevier Science"
内容説明・目次
内容説明
Divided into two parts, this volume first discusses the concept of school-based evaluation, followed by a presentation of case studies of school evaluation from across the world. In part one, school-based evaluation is examined from three perspectives: school-based evaluation as a dialogue between internal and external evaluation; school evaluation from a perspective of institutional self-evaluation in a democracy and issues of definition, methods and implementation. The second part of the book presents case studies from Norway, England, The Netherlands, Austria, Spain, United States, Canada, Israel, Scotland and Germany. All of the case studies are based on actual experience with school-based evaluation in various educational and social contexts. Authors recognise the wide range of local constraints and reflect upon multiple evaluation perspectives, describing their educational context, evaluation perspective and specific school-based experience. They highlight difficulties encountered in their work, discuss the implications and make recommendations for further development of the concept of school-based evaluation and its practice. "School-Based Evaluation: An International Perspective" does not suggest internal/self school evaluation as an alternative to external "objective" evaluation. However, an attempt is made to advocate the combination of both for the benefit of school accountability and school improvement.
目次
- Part I Conceptual perspectives: dialogue evaluation - combining internal and external evaluation, D. Nevo
- school self-evaluation in a democracy, H. Simons
- school self-evaluation - origins, definition, approaches, methods, and implementation, J. Scheerens. Part II Case studies: school-based evaluation in Norway - why is it so difficult to convince teachers of its usefulness?, L. Monsen
- evaluation as school improvement - a developmental perspective from England, D. Hopkins, M. West
- school self-evaluation in the Netherlands, J. Scheerens, M. Hendriks
- self-evaluation as endeavor to understand quality - experiences in Austrian school-based evaluation, M. Schratz
- internal and external school evaluation in the Spanish educational reform, A. Tiana
- evaluating accelerated schools in the United States, P. Lindquist Wong
- school-based evaluation and the neo-liberal agenda in Canada, L. McLean
- Israel - internal self-evaluation as a means of generating changes, E. Friedman, P. Golan-Cook
- Scotland - schools speaking for themselves, J. MacBeath
- school evaluation in Germany - a means to improve school quality, C. Buhren.
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