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eBook Good School, Bad School: Evaluating Performance and Encouraging Improvement (Assessing Assessment) download

by John Gray

eBook Good School, Bad School: Evaluating Performance and Encouraging Improvement (Assessing Assessment) download ISBN: 0335194907
Author: John Gray
Publisher: Open Univ Pr (June 1, 1995)
Language: English
Pages: 284
ePub: 1359 kb
Fb2: 1652 kb
Rating: 4.7
Other formats: docx mobi lrf azw
Category: Different
Subcategory: Education

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Good school, bad school: evaluating performance and encouraging improvement. Assessing the contribution of distributed leadership to school improvement and growth in math achievement. Buckingham: Open University Press. Heneman, . III, & Milanowski, A. T. (2007). Assessing human resource alignment: the foundation for building total teacher quality improvement.

Home Browse Books Book details, Good School, Bad School .

Home Browse Books Book details, Good School, Bad School: Evaluating Performance. Good School, Bad School: Evaluating Performance and Encouraging Improvement. By Brian Wilcox, John Gray. Studies of school effectiveness and school improvement have much to contribute to these questions. How can one ensure that a broader view of what education is about is retained in the face of narrow performance indicators?

The effects of school inspections on school improvement have been investigated only to a limited degree. A school with a high innovation capacity and strong external impulses is expected to do better with a more reserved inspection approach.

The effects of school inspections on school improvement have been investigated only to a limited degree. The investigation reported on in this article is meant to expand our knowledge base regarding the impact of school inspections on school improvement. Inspectors only need to provide this school with some insight into their strong and weak points. Department of Education awarded a five-year State Improvement Grant (SIG)to the Delaware Department of Education. September 1996 · British Journal of Educational Studies. index, bibliographical references. This report details the reading assessment results from the Delaware Student Testing Program (DSTP) for the 2006 spring administration and when appropriate, compares the performance of students from the spring 2003, 2004, and 2005 administrations.

by David Hopkins, David Reynolds, Brian Wilcox, Shaun Farrell, David Jesson, John Gray.

Improving Schools: Performance and Potential. by David Hopkins, David Reynolds, Brian Wilcox, Shaun Farrell, David Jesson, John Gray. ISBN 9780335203994 (978-0-335-20399-4) Hardcover, Open Univ Pr, 1999. Find signed collectible books: 'Improving Schools: Performance and Potential'.

Assessing performance. Best practices for getting the most useful feedback.

Wiggins makes the most convincing case yet that school-based assessments should aim mainly to improve, rather than audit student performance. Fred M. Newmann, professor of curriculum and instruction, University of Wisconsin, Madison).

The specific school year of each teacher’s evaluation was determined .

The specific school year of each teacher’s evaluation was determined years earlier by a district planning process. This allows us to measure the effect of evaluation on performance separate from any gains that come from increased experience. The improvement in teacher performance from before to after evaluation is larger for teachers who received relatively low TES scores, teachers whose TES scores improved the most during the TES year, and especially for teachers who were relatively ineffective in raising student test scores prior to TES.

Questions about the quality of schooling have dominated the political agenda for much of the past decade. As a direct result new policies have been introduced involving more performance indicators, league tables of exam results, more frequent inspection and the closure of 'failing' schools.Studies of school effectiveness and school improvement have much to contribute to these questions. Drawing on the latest research, John Gray and Brian Wilcox take a fresh and critical look at some of the reforms. How can one ensure that a broader view of what education is about is retained in the face of narrow performance indicators? What contribution can value-added approaches make to ensuring that schools in disadvantaged areas are judged more fairly? How sound are inspection procedures? What happens after a school has been inspected? How much do schools actually improve over time? And what prospects are there for turning round 'failing' schools rather than simply closing them?