Comparing effects and side effects of different school inspection systems across Europe     

M.C.M. Ehren  J.E. Gustafsson  H. Altrichter  G. Skedsmo  D. Kemethofer  S.G. Huber 《比较教育学》2015,51(3):375-400

In this article, different inspection models are compared in terms of their impact on school improvement and the mechanisms each of these models generates to have such an impact. Our theoretical framework was drawn from the programme theories of six countries’ school inspection systems (i.e. the Netherlands, England, Sweden, Ireland, the province of Styria in Austria and the Czech Republic). We describe how inspection models differ in the scheduling and frequency of visits (using a differentiated or cyclical approach), the evaluation of process and/or output standards, and the consequences of visits, and how these models lead to school improvement through the setting of expectations, the use of performance feedback and actions of the school's stakeholders. These assumptions were tested by means of a survey of principals in primary and secondary schools in these countries (n?=?2239). The data analysis followed a three-step approach: (1) confirmatory factor analyses, (2) path modelling and (3) fitting of multiple-indicator multiple-cause models. The results indicate that Inspectorates of Education that use a differentiated model (in addition to regular visits), in which they evaluate both educational practices and outcomes of schools and publicly report inspection findings of individual schools, are the most effective. These changes seem to be mediated by improvements in the schools’ self-evaluations and the schools' stakeholders’ awareness of the findings in the public inspection reports. However, differentiated inspections also lead to unintended consequences as principals report on narrowing the curriculum and on discouraging teachers from experimenting with new teaching methods.  相似文献   

Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum     

Ashley Lewis Presser  Margaret Clements  Herbert Ginsburg  Barbrina Ertle 《Early education and development》2015,26(3):399-426

Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either the BMLK mathematics curriculum or the centers’ business-as-usual curriculum, over a 2-year period when children were in prekindergarten and kindergarten. Participants in the study were 762 children and their teachers at 16 publicly subsidized child care centers. The study assessed children's mathematics knowledge using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Direct Mathematics Assessment, a measure of young children's mathematics knowledge that is not aligned with the curriculum. The ECLS-B scores of children in the BMLK group increased significantly more than did those of children in the comparison group. The study also included exploratory analyses to examine whether children in the BMLK group demonstrated evidence of improved mathematical language. Practice or Policy: These results indicate that the BMLK curriculum, which is designed to help teachers use play-based, developmentally appropriate mathematics instruction, has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum.  相似文献   

The chronological age of highly intelligent freshmen     

Herbert Patterson 《Peabody Journal of Education》2013,88(1):19-20

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Our hidden aims   总被引：1，自引：0，他引：1  

Herbert A. Wichelns 《Quarterly Journal of Speech》2013,99(4):315-324

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Genres,rules, and collective rhetorics: Applying the requirements‐problems‐strategies approach     

Herbert W. Simons 《Communication quarterly》2013,61(3):181-188

Designed initially as a way of understanding the often anomalous rhetoric of those who lead social movements, Simons' “Requirements‐Problems‐Strategies” approach has been applied in recent years to other collective rhetorics and other leadership roles. Presented here is an extension and elaboration of RPS framework and a review of illustrative scholarship.  相似文献   

Shooting Arrows into the Air: A Reply     

Herbert M. Kliebard 《Review of Education, Pedagogy & Cultural Studies》2013,35(2):137-140

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Basic budgeting practices for librarians: M C. Trumpeter and R.S. Rounds. American Library Association,Chicago. (1985). 164 p., $25.00. ISBN 0-8389-0399-1     

Herbert S. White 《Information processing & management》1985,21(6):551-552

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The negative effect of school-average ability on science self-concept in the UK,the UK countries and the world: the Big-Fish-Little-Pond-Effect for PISA 2006     

Benjamin Nagengast  Herbert W. Marsh 《教育心理学》2011,31(5):629-656

Research on the relation between students’ achievement (ACH) and their academic self-concept (ASC) has consistently shown a Big-Fish-Little-Pond-Effect (BFLPE); ASC is positively affected by individual ACH, but negatively affected by school-average ACH. Surprisingly, however, there are few good UK studies of the BFLPE and few anywhere in the world based on science self-concept (S-ASC). Addressing this substantive limitation in existing research with data from PISA 2006, we extend new multigroup doubly-latent multilevel structural equation models – a substantive-methodological synergy. BFLPE predictions for S-ASC are supported for: the total international sample; the total UK sample; each of the four UK countries considered separately. The BFLPE was marginally larger in the UK than the international sample. However, consistent with the selective nature of school systems in the UK, the BFLPE was larger in Northern Ireland and, to a lesser extent, England than in Scotland or Wales.  相似文献   

The effects of a free school choice policy on parents’ school choice behaviour     

Herbert Altrichter  Johann Bacher  Martina Beham  Gertrud Nagy  Daniela Wetzelhütter 《Studies in Educational Evaluation》2011,37(4):230-238

Recently, European school systems have seen various attempts to ‘modernise’ their governance. Market and competition oriented reforms have not been central to governance innovation strategies in German speaking countries, however, their number and relevance is rising in recent years. A free school choice policy which abolishes “school districts” which legally define fixed school catchment areas was introduced in the school year of 2007/2008 in the Austrian city of Linz.The effects of the implementation of this policy on the primary school sector were studied by a standardised questionnaire administered to a representative sample of 3425 parents of five age groups of primary school children. The return rate was about 55%. By special measures during data collection a satisfactory representation of parents with migrant background was achieved.Three questions are discussed in the paper: (1) Is there a rise in segregation in schools as a result of free choice policy? (2) Is there a change in the composition of the student population in different schools as a result of free choice policy? (3) Is there a change in parent school choice behaviour of as a result of free choice policy?Our data indicates that segregation in primary schools with respect to ethnic and social family characteristics increases after the policy implementation, but the sample size is too small to find significant results. In addition, no significant change is observed in the social composition of schools. In accordance with the previous findings no significant modifications of choice behaviour occur for different ethnic or social groups after free choice. However changes in choice motives can be observed.  相似文献   

The curriculum and the census     

Herbert I. London 《Academic Questions》1990,3(1):7-8

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