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School improvement through performance feedback /
This volume includes a thorough conceptualization of school feedback as a performance-enhancing mechanism, and the prerequisites for utilizing this information in schools. It provides a review of the research on the impact of feeding back performance information to individuals and to organizations.
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Lisse ; Exton, PA :
Swets & Zeitlinger,
[2002]
|
| Colección: | Contexts of learning ;
10. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half Title; Title Page; Copyright Page; Table of Contents; Introduction; The School Performance Feedback Concept; The Origins of School Performance Feedback Systems; Structure of the Book; References; References; PART 1 Theoretical Introduction; Chapter 1 Evidence on the Role and Impact of Performance Feedback in Schools; 1.1 Introduction; 1.1.1 A Complex Picture; 1.1.2 Towards a Conceptualisation of 'Feedback'; 1.1.3 Development of Theory; 1.1.4 Contexts for Performance; 1.2 Relevant Research on Feedback Effects; 1.2.1 Research on Feedback to Learners.
- 1.2.2 Research on Feedback in Organisational Settings1.2.3 Specific Research on Feedback to Teachers/Schools; 1.3 Conclusions and Discussion; 1.3.1 Summary of Evidence about Feedback Effects; 1.3.2 Implications for Practice; References; Chapter 2 A Typology of Indicators; 2.1 Introduction; 2.2 Rationale for a Typology of Indicators; 2.3 A Typology of Indicators for Education; 2.4 Cross-classifications and Links; 2.5 Unit of Analysis
- Another Dimension; 2.6 There's Many a Slip Twixt Cup and Lip; 2.7 Time; 2.8 Innovations or Inventions; 2.9 Indicators and Evidence-based Practice and Policies.
- 2.10 The Need for an 'Evidence-based' Kitemark2.11 Indicators are not enough
- Experiments are needed, urgently; References; Chapter 3 A Framework for Studying School Performance Feedback Systems; 3.1 Introduction; 3.2 The Factors that Matter; 3.3 Conclusion; Acknowledgement; References; PART 2 Evidence on School Performance Feedback; Chapter 4 The ABC+ Model for School Diagnosis, Feedback, and Improvement; 4.1 Introduction; 4.2 Country (and State) Specific History and Context; 4.2.1 An Overview of Education Accountability in the USA.
- 4.2.2 Education Accountability in Louisiana: Tracking the National Model4.2.3 Achieving Outcomes through a Focus on Process: The ABC+ Model; 4.3 Evolution and Features of The ABC+ Model; 4.3.1 Development of the ABC+ Model; 4.3.2 A Description of the ABC+ Diagnostic and Feedback System; 4.3.3 General Considerations Regarding the Feedback System; 4.3.4 Assumptions of the ABC+ Model; 4.4 Goals and Descriptions of the Research Process used in Three Applications of the ABC+ Model; 4.4.1 Goals and Description of the SEAP-process; 4.4.2 Goals and Description of the SAM Process.
- 4.4.3 Goals and Description of the East Baton Rouge Title I Project4.5 Features of Three Applications of the ABC+ Model; 4.5.1 Performance Dimensions Covered; 4.5.2 Features of the SEAP Analysis Model; 4.5.3 Features of SAM; 4.5.4 Features of the EBR Title I Project; 4.6 Case Studies from One Application of the ABC+ Model: the EBR Title I Project; 4.7 Feedback Given, Assistance Offered, and Effects From Three Applications of the ABC+ Model; 4.8 Recommendations; Acknowledgement; Acronyms Used in the Text of This Chapter; References.