What effective classroom? Towards a paradigm shift

What effective classroom? Towards a paradigm shift

• Cheng, Yin Cheong Hong Kong Institute of Education
• Mok, Magdalena M. C. Hong Kong Institute of Education

School Effectiveness and School Improvement, 19(4), 365-385, 2008

Routledge

2008

• S School Environment & Facilities, Organization
  • SI School Effectiveness & Improvement

Multiple Intelligences Educational Improvement Educational Practices Educational History Educational Change Educational Theories Educational Environment Learning Theories School Effectiveness Program Effectiveness Models Foreign Countries Educational Strategies Hong Kong

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

The initiatives for educational effectiveness experienced 3 waves of movements. Each wave had its own paradigm in conceptualizing the nature of education and its effectiveness and formulating related initiatives for improvement of educational practice in the classroom. This article aims to discuss how the conceptualization and characteristics of the effective classroom are changed with the paradigm shift from the traditional site-bounded paradigm toward the new Contextualized Multiple Intelligences (CMI)-triplization paradigm. With the support of empirical data, the profiles of effective and ineffective classrooms in the 1st and 3rd waves are mapped and discussed, and some implications are drawn for research and development of a new type of classroom effectiveness.
[Copyright of School Effectiveness and School Improvement is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09243450802535174]

• English

Journal Articles

• 09243453

• 10.1080/09243450802535174

https://bibliography.lib.eduhk.hk/en/bibs/6d4181d0

2010-11-24