By Jaap Scheerens
This ebook is a serious review of the information base on academic effectiveness, overlaying a interval of 5 a long time of analysis. It formulates a “lean” idea of fine education, and identifies and explains situations of “ineffectiveness”, resembling low impact sizes of malleable stipulations, for which expectancies are hugely strung. The ebook offers a systemic outlook on academic effectiveness and development, because it begins out from an built-in multi-level version that includes approach point, tuition point and tutorial stipulations. It deals a class of college development thoughts and situations for procedure point academic development. certainly, the research is particularly systematic, finished and strongly grounded in idea. The booklet incorporates a case learn research of varied strands of improvement-oriented academic coverage within the Netherlands as an example of a few of the arguments used.
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Extra info for Educational effectiveness and ineffectiveness : a critical review of the knowledge base
1972). A garbage can model of organizational choice. Administrative Science Quarterly, 17, 1–25. Creemers, B. P. , & Kyriakides, L. (2012). Improving quality in education. Dynamic approaches to school improvement. London: Routledge. de Leeuw, A. C. J. (1990). Organisaties: Management, analyse, ontwerp en verandering: een systeemvisie. Assen/Maastricht: Van Gorcum. , & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference? Educational Management Administration & Leadership, 38(6), 654–678.
Although taking this latter perspective seems to be the more plausible one, it still makes sense to contrast the traditions of structured teaching, mastery learning and direct instruction, with “constructivist ideas”, about teaching and learning. Direct Teaching Doyle (1985), considers the effectiveness of direct teaching, which he deﬁnes as follows: (1) Teaching goals are clearly formulated. (2) The course material to be followed is carefully split into learning tasks and placed in a sequence.
Thereby structure versus independence is to be seen in terms of continua, with different interpretations at each level, and not simplistically as discrete opposites. Planning models or control principles can be seen as management theories that have a position on the various continua running from structure to independence, Put differently: prescriptive ideas concerning planning and management in education vary in the degree of control that higher levels exercise over lower levels. Synoptic Planning The ideal of “synoptic” planning is to conceptualize a broad spectrum of long term goals and possible means to attain these goals.