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Author: Neville Bennett
Publisher: Routledge
ISBN: 1136449272
Category : Education
Languages : en
Pages : 282
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Book Description
Very little is known about the quality of the learning experiences provided for pupils. This book contains the results of a major research project, conducted in a sample of English primary schools, in which particular attention was paid to the tasks children were assigned, to the degree of match between assigned tasks and pupil attainment, to the detailed observation of children at work. The teacher’s problems in assigning work appropriate to children’s attainments and the special problem of matching posed by the transfer of children from one class to another were also subjected to analysis. Lessons learned from the project were used as a basis for the design of an in-service course for teachers. The course, which was aimed at improving teachers’ matching skills was closely evaluated. The report contains data and analysis pertinent to each of the above issues. The findings reveal that despite the conscientious efforts of able teachers a number of serious issues are apparent – particularly in areas such as classroom organization and teacher diagnosis of children’s work.
Author: Neville Bennett
Publisher: Routledge
ISBN: 1136449272
Category : Education
Languages : en
Pages : 282
Get Book Here
Book Description
Very little is known about the quality of the learning experiences provided for pupils. This book contains the results of a major research project, conducted in a sample of English primary schools, in which particular attention was paid to the tasks children were assigned, to the degree of match between assigned tasks and pupil attainment, to the detailed observation of children at work. The teacher’s problems in assigning work appropriate to children’s attainments and the special problem of matching posed by the transfer of children from one class to another were also subjected to analysis. Lessons learned from the project were used as a basis for the design of an in-service course for teachers. The course, which was aimed at improving teachers’ matching skills was closely evaluated. The report contains data and analysis pertinent to each of the above issues. The findings reveal that despite the conscientious efforts of able teachers a number of serious issues are apparent – particularly in areas such as classroom organization and teacher diagnosis of children’s work.
Author: David C. M. Taylor
Publisher:
ISBN: 9781908438720
Category : Medical education
Languages : en
Pages : 24
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Book Description
Author: Trude Nilsen
Publisher: Springer
ISBN: 3319412523
Category : Education
Languages : en
Pages : 167
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Book Description
This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
Author: Lance C. Kennedy-Phillips
Publisher: John Wiley & Sons
ISBN: 1119224543
Category : Education
Languages : en
Pages : 107
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Book Description
This volume examines the complexities of measuring co-curricular learning and discusses the role of the institutional research professional in measuring learning outside of the classroom. This volume explores: Contemporary theories around co-curricular learning and its influence on student success; The role of accountability and accreditation when considering the methods to measure co-curricular learning; How co-curricular data align with university goals and priorities; The differences between direct and indirect measures of cocurricular learning; and The roles the institutional research office can play as a leader and collaborator in the measurement of co-curricular learning. This is the 164th volume of this Jossey-Bass quarterly report series. Timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
Author: Peter Barrett
Publisher: World Bank Publications
ISBN: 1464813787
Category : Education
Languages : en
Pages : 71
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Book Description
'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
Author: Carol Aubrey
Publisher: Psychology Press
ISBN: 9780750701952
Category : Education
Languages : en
Pages : 220
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Book Description
Author: Jessie L. Moore
Publisher: Taylor & Francis
ISBN: 1000980596
Category : Education
Languages : en
Pages : 140
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Book Description
This book emerges from the author’s ongoing work as director of Elon University’s Center for Engaged Learning, where for the past decade, more than 200 scholars from over 120 post-secondary institutions across more than a dozen countries have participated in multi-institutional scholarship of teaching and learning (SoTL). This book focuses on six key practices:· Acknowledging and building on students’ prior knowledge and experiences · Facilitating relationships · Offering feedback · Framing connections to broader contexts · Fostering reflection and metacognition · Promoting integration and transfer of knowledge and skills.Following the introduction, the author devotes individual chapters to each of the six practices, and the concluding chapter focuses on implementing the six practices as an integrated approach. A Series on Engaged Learning and Teaching Book. Visit the books’ companion website, hosted by the Center for Engaged Learning, for book resources.
Author: Neville Jones
Publisher: Taylor & Francis
ISBN: 9781850004936
Category : Educational psychology
Languages : en
Pages : 238
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Book Description
This work is a follow-up volume to Management and the Psychology of Schooling (1988), which looked at an alternative style of working for psychological services in the future. From this starting point the present volume aims to be more precise about what a psychology of schooling entails.
Author: John Cowan
Publisher: Routledge
ISBN: 1135792771
Category : Education
Languages : en
Pages : 145
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Book Description
This handbook provides all those teaching in higher and further education with a reference on how to develop and use a "toolkit" which is capable of exploring and assessing all the relevant aspects of their students' learning. It discusses how readers can assess their own teaching quality.
Author: Ktoridou, Despo
Publisher: IGI Global
ISBN: 1799846598
Category : Education
Languages : en
Pages : 317
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Book Description
Educators are continuously seeking ways to engage their students in active learning processes and are faced with challenges that include engaging students in learning activities, promoting meaningful learning experiences, and providing effective experiences for every student. Studies that investigate instructors’ experiences are limited since more focus is given to students. Future research calls for teachers’ innovative contributions in introducing new strategies and teaching approaches to further involve students, increase student attendance in online sessions, and employ a variety of technological tools. Fostering Meaningful Learning Experiences Through Student Engagement is an essential reference source for the latest scholarly information on curriculum development, instructional design, and pedagogical methods for fostering student engagement learning initiatives. The book examines engagement and meaningful learning techniques in both face-to-face and online instruction. Covering topics that include active learning, language learning, teacher experiences, and teacher-student relationships, this book is ideally designed for teachers, instructional designers, curriculum developers, academicians, researchers, professionals, and students that believe that stronger or improved student engagement should be their instructional objectives and wish to engage students in learning activities that promote meaningful learning experiences.
