World class schools: Some methodological and substantive findings and implications of the international school effectiveness research project (ISERP)

World class schools: Some methodological and substantive findings and implications of the international school effectiveness research project (ISERP)

• Reynolds, David University of Plymouth, UK

Educational Research & Evaluation, 12(6), 535-560, 2006

Routledge

2006

• S 學校環境、設備與組織
  • SH 學校文化 / 學校氣氛、師生關係
• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較

School Effectiveness Research Projects Cohort Analysis Comparative Education Cross Cultural Studies Foreign Countries Mathematics Research Methodology Mathematics Achievement Academic Achievement North America Taiwan United Kingdom Netherlands Hong Kong Canada Australia United States Norway Ireland Papua New Guinea

• North America
• Taiwan
• Great Britain
• Netherlands
• Hong Kong
• Canada
• Australia
• United States
• Norway
• Ireland
• Papua New Guinea

• 1997.7 onwards

• 未指定或無法歸類

An outline is given of the context in which The International School Effectiveness Research Project (ISERP) was designed and it is argued that the deficiencies of existing studies and the increased internationalization of education makes the more rigorous approach of ISERP essential. A number of methodological lessons from the study are given, concerning the need for cohort studies, for observational data, for social outcomes data, for mixed methods, and for multiple indicators. The substantive lessons of the study for a strong technology of education, for a taken for granted in educational discussions within cultures, for societal support of education within cultures, and for a radical intellectual orientation are given.
[Copyright of Educational Research & Evaluation is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13803610600874026]

• 英文

期刊論文

• 13803611

• 10.1080/13803610600874026

https://bibliography.lib.eduhk.hk/tc/bibs/d2f45862

2010-11-24