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Herausgeber: 
  • Katharina Maag Merki
  • Marcus Emmerich
  • Monika Holmeier
  • Educational Effectiveness Theory: Further developments in a multilevel context 
     

    (Buch)
    Dieser Artikel gilt, aufgrund seiner Grösse, beim Versand als 2 Artikel!


    Übersicht

    Auf mobile öffnen
     
    Lieferstatus:   Auf Bestellung
    Veröffentlichung:  2017  
    Genre:  Psychologie / Pädagogik 
    ISBN:  9780367109462 
    EAN-Code: 
    9780367109462 
    Verlag:  Taylor and Francis 
    Einband:  Kartoniert  
    Sprache:  English  
    Dimensionen:  H 247 mm / B 173 mm / D 12 mm 
    Gewicht:  258 gr 
    Seiten:  134 
    Illustration:  Farb., s/w. Abb. 
    Bewertung: Titel bewerten / Meinung schreiben
    Inhalt:
    Despite the advances in educational effectiveness theory and methodology in the last 20 years, important questions and issues remain unresolved. In particular, existing theoretical frameworks of educational effectiveness are only able to describe the interrelationship among factors at the system, school, classroom, and student levels and their cross-level interdependency in a very general manner. Additionally, although a large number of studies provide empirical evidence of the impact of single factors and factor constellations on student learning, the embedding of the empirically identified results in theoretical models of educational effectiveness has to becarried outmore systematically in order to develop more elaborated theories of educational effectiveness. The aim of this book is to contribute to the advancement of educational effectiveness theory by discussing different strategies: including alternative theoretical models to understand educational in/effectiveness, extending the methodology to analyze processes and mechanisms of educational in/effectiveness, analyzing differential effects of processes and instruments on educational in/effectiveness, carrying out complex multivariate analyses considering manifest and latent variables, and combining theory and practice in real school situations. Taken together, the strategies presented in this book make it clear that the advancement of educational effectiveness theory depends on the advancement of educational effectiveness methodology, or in other words: from theory to methodology and from empirical evidence back to theory. This book was originally published as a special issue of School Effectiveness and School Improvement.
      



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