Enhancing educational excellence, equity, and efficiency : evidence from evaluations of systems and schools in change

목차 (Table of Contents)

• CONTENTS
• Preface = xi
• 1. Enduring Problems and Changing Conceptions / Roel J. Bosker ; Bert P. M. Creemers ; Sam Stringfield = 1
• 1.1 Enduring problems = 1
• 1.2 A changing conception of steering = 2
• 1.3 A changing conception of the effective school = 3
• 1.4 A changing conception of evaluation = 3
• 1.5 About this book = 4
• 1.6 References = 9
• 2. Changing Relationships between Centre and Locality in Education / Hetty P. J. M. Dekkers ; Sjoerd Karsten ; Fons M. L. van Weringen = 11
• 2.1 Introduction = 11
• 2.2 Deregulation = 12
• 2.2.1 Deregulation and autonomy = 13
• 2.2.2 Horizontal and vertical autonomy = 15
• 2.3 Privatization = 17
• 2.4 Decentralization = 19
• 2.4.1 Motives and intended effects of decentralization = 23
• 2.4.2 Different measures and forms of decentralization = 26
• 2.4.3 Local policies to combat educational disadvantages = 28
• 2.5 A comparison of differences between areas = 31
• 2.6 References = 34
• 3. The Enhancement of Educational Opportunities of Disadvantaged Children / Geert W. J. M. Driessen ; Lia W. J. Mulder = 37
• 3.1 Prologue = 37
• 3.2 The educational priority policy = 38
• 3.2.1 Aims and components = 38
• 3.2.2 Theoretical basis = 44
• 3.2.3 An international comparison = 47
• 3.3 The evaluation of the EPP = 49
• 3.3.1 Design = 49
• 3.3.2 Results = 51
• 3.3.3 Effectiveness and policy reconsidered = 52
• 3.4 Recent developments = 56
• 3.5 Epilogue = 59
• 3.6 References = 62
• 4. Integration Policy and Practice / Felicity Fletcher-Campbell ; Cor J. W. Meijer ; Sip Jan Pijl = 65
• 4.1 Special education： current situation and main problems = 65
• 4.1.1 Special education system = 65
• 4.1.2 Problems in special education = 66
• 4.2 Dutch policymaking concerning integration = 68
• 4.3 The evaluation of the integration policy in the Netherlands = 69
• 4.4 Evaluation = 73
• 4.4.1 Introduction = 73
• 4.4.2 Adaptive education = 73
• 4.4.3 School clusters = 76
• 4.4.4 Funding = 76
• 4.4.5 Percentage of pupils referred = 78
• 4.4.6 Overview of findings = 79
• 4.5 Reflections = 80
• 4.5.1 Introduction = 80
• 4.5.2 Reflections on the policy = 80
• 4.5.3 Reflections on the evaluation = 83
• 4.5.4 Wherein lies policy? = 86
• 4.6 References = 86
• 5. The forthcoming Class Size Reduction Initiative / Roel J. Boske ; Peter Blatchford ; G. Wim Meijnen = 89
• 5.1 Introduction = 89
• 5.2 Context = 91
• 5.3 Conceptual issues = 95
• 5.4 Studies on class size effects = 98
• 5.4.1 The STAR project = 98
• 5.4.2 Class size reduction in California = 99
• 5.4.3 Two Dutch studies on class size effects = 100
• 5.4.4 A renewed statistical meta-analysis = 103
• 5.5 The missing link between class size and achievement = 104
• 5.6 Discussion and implications for future research = 107
• 5.7 References = 110
• 6. Quality and Opportunities in Secondary Education： Implementation and Effects of the Common Core Curriculum / Greetje P. C. van der Werf ; Hennie P. Brandsma ; Lidwien M. C. M.Cremers-van Wees ; Miranda J. Lubbers = 113
• 6.1 Introduction = 113
• 6.2 Theoretical background = 115
• 6.2.1 Characteristics of schools and instruction = 115
• 6.2.2 Quality of education and educational opportunities = 117
• 6.3 Design of the evaluation = 119
• 6.3.1 Sample = 119
• 6.3.2 Procedure of data collection = 120
• 6.3.3 Variables and instruments = 120
• 6.3.4 Data analysis = 124
• 6.4 Results = 125
• 6.4.1 Implementation of CCC： modernization of the curriculum = 125
• 6.4.2 Implementation of CCC： harmonization of the curriculum = 126
• 6.4.3 Effects of CCC： effectiveness, personal profit and efficiency = 128
• 6.4.4 Effects of CCC： equal opportunities = 130
• 6.4.5 Testing the effects of CCC, taking background characteristics into account = 131
• 6.5 Conclusions = 133
• 6.6 References = 134
• 7. Evaluating the Impact of a Raising School Standards Initiative / Brenda Taggart ; Pam Sammons = 137
• 7.1 Introduction = 137
• 7.1.1 The aim of the project = 139
• 7.2 The external evaluation of the project = 139
• 7.2.1 Launching the initiative = 141
• 7.3 Action planning： developing action plans = 142
• 7.3.1 Implementing action plans = 143
• 7.3.2 Schools' internal evaluation of the impact and baseline measures = 145
• 7.4 The impact of MBW： Raising School Standards = 146
• 7.4.1 The extent of the impact = 147
• 7.4.2 The impact on management = 147
• 7.4.3 The impact on teaching and learning = 150
• 7.4.4 The impact on educational standards = 152
• 7.5 Conclusions and implications for other standards Initiatives = 155
• 7.5.1 Management = 156
• 7.5.2 Launching an initiative and selection of schools = 156
• 7.5.3 Action planning = 157
• 7.5.4 Monitoring and evaluation = 157
• 7.5.5 Time scale = 158
• 7.5.6 The impact on the aims of the initiative = 159
• 7.6 References = 163
• 8. Systemic, Whole-school Reform of the Middle Years of Schooling / Peter W. Hill ; V. Jean Russell = 167
• 8.1 The need for reform = 167
• 8.2 Characteristics and needs of young adolescents = 170
• 8.3 Responsive forms of schooling = 171
• 8.4 Strategic intentions = 174
• 8.4.1 Introduction = 174
• 8.4.2 Securing the curriculum essentials = 175
• 8.4.3 Managing the transitions = 175
• 8.4.4 Creating a new model of provision = 176
• 8.4.5 Transforming teaching and learning = 177
• 8.4.6 Creating outward-looking learning communities = 178
• 8.4.7 Tooling up for reform = 179
• 8.5 General design elements of a comprehensive school reform model = 179
• 8.5.1 Beliefs and understandings = 183
• 8.5.2 Standards and targets = 183
• 8.5.3 Monitoring and assessment = 184
• 8.5.4 Classroom teaching strategies = 184
• 8.5.5 Professional learning teams = 185
• 8.5.6 School and class organization = 186
• 8.5.7 Intervention and special assistance = 187
• 8.5.8 Home／school／community links = 188
• 8.5.9 Leadership and coordination = 189
• 8.6 Translating strategic intentions into action at the school level = 190
• 8.6.1 Introduction = 190
• 8.6.2 Concluding Comments = 192
• 8.7 References = 192
• 9. Review and Prospects of Educational Effectiveness Research in the Netherlands / Jaap Scheerens ; Bert P. M. Creemers = 197
• 9.1 Introduction = 197
• 9.2 Research reviews = 199
• 9.2.1 Overview of research by Scheerens and Creemers = 199
• 9.2.2 Research review by Scheerens and Bosker = 201
• 9.2.3 Small scale improvement efforts = 202
• 9.2.4 Educational effectiveness research in the framework of EPA-evaluation = 205
• 9.3 Prospects and new directions = 207
• 9.3.1 Introduction = 207
• 9.3.2 Structured independence： the effectiveness of new learning arrangements = 207
• 9.3.3 School effectiveness modeling and micro-economic theory = 214
• 9.4 Conclusions = 218
• 9.5 References = 219
• 10. The Future Agenda of Studies into the Effectiveness of Schools / David Reynolds ; Charles Teddlie = 223
• 10.1 Introduction = 223
• 10.2 The current criticisms of school effectiveness research = 224
• 10.3 'Cutting edge' areas = 226
• 10.3.1 The need for multiple outcomes measures in school effectiveness research = 227
• 10.3.2 The need for study of the third dimension of schooling - relationship patterns = 229
• 10.3.3 The need to expand the study of context variables = 232
• 10.3.4 The need to analyze consistency within schools and classrooms = 233
• 10.3.5 The need to study the possibly additive nature of school and family = 236
• 10.3.6 The need to explore the interface between levels in schooling = 237
• 10.3.7 The need to study naturally occurring experiments = 238
• 10.3.8 The need to expand variation at the school level = 240
• 10.3.9 The need to study school failure／dysfunctionality = 241
• 10.3.10 Curriculum and assessment = 243
• 10.3.11 Multilevel structural equation modeling = 245
• 10.4 Conclusions： the end of the beginning = 246
• 10.5 References = 247
• Index = 253