School improvement through performance feedback
著者
書誌事項
School improvement through performance feedback
(Contexts of learning)
Swets & Zeitlinger publishers, c2002
大学図書館所蔵 全1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
内容説明・目次
内容説明
Internationally there is an increasing trend to publish and feed back information to schools and teachers on their functioning. School improvement is often the central goal, though accountability and the promotion of parental/student school choice also play an important role.Practical initiatives and research in this field have often failed to recognize the full complexity of improving schools through school performance feedback. Relevant questions are, for example, to what extent: the information fed back to schools is valued and understood by them; the school performance feedback enables appropriate diagnosis and remediation to take place in schools; the use of the feedback generates conflicts and tensions for teachers and administrators; the features of the implementation process and school organization influence the utilization of school performance feedback systems; schools do actually improve as a result of performance feedback; and the feedback systems have unintended effects.
This book fills the gap by including: a thorough conceptualization of school feedback as a performance enhancing mechanism, and the prerequisites for utilizing this information in schools; a typology of school performance indicators; a review of the research on the impact of feeding back performance information to individuals and to organizations; evidence on the process, problems and impact of school performance feedback from an international variety of contexts (Australia, the Netherlands, United Kingdom, USA); and reflections on these experiences within the theoretical framework, leading to recommended strategies for school improvement through performance feedback.
目次
Introduction The School Performance Feedback Concept The Origins of School Performance Feedback Systems Structure of the Book References
PART 1: Theoretical Introduction
Chapter 1: Evidence on the Role and Impact of Performance Feedback in Schools Chapter 2: A Typology of Indicators Chapter 3: A Framework for Studying School Performance Feedback Systems
PART 2: Evidence on School Performance Feedback
Chapter 4: The ABC+ Model for School Diagnosis, Feedback, and Improvement Chapter 5: Using School Effectiveness as a Knowledge Base for Self-evaluation in Dutch Schools: the ZEBO-project Chapter 6: Jolts and Reactions: Two Decades of Feeding Back Information on Schools' Performance Chapter 7: Performance Feedback to Schools of Students' Year 12 Assessments: The VCE Data Project Chapter 8: Performance Indicators in Primary Schools
PART 3: Conclusions, Reflections and Recommendations
Chapter 9: Drawing up the Balance Sheet for School Performance Feedback Systems
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