Who's Afraid of Educational Accountability?
| Author | : Lesley H. Browder |
| Publisher | : |
| Total Pages | : 76 |
| Release | : 1975 |
| Genre | : Educational accountability |
| ISBN | : |
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Education Accountability
| Author | : Maurice Kogan |
| Publisher | : Routledge |
| Total Pages | : 139 |
| Release | : 2022-06-01 |
| Genre | : Education |
| ISBN | : 1000614417 |
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First published in 1986, Education Accountability is a critique of writing on accountability and evaluation with respect to education and its various stakeholders. The author applies frameworks drawn from the theory of knowledge, social psychology and social policy, demonstrating how different assumptions about the nature of schooling, curriculum control and development can give rise to various forms of political control, of which education accountability is a special and important case. This sharp book will be valuable reading for all advanced students of education, whether interested in curriculum or educational administration, as well as to students of political science, social policy and evaluation studies, teacher trainers, administrators and educational researchers.
Who’s Afraid of Political Education?
| Author | : Henry Tam |
| Publisher | : Policy Press |
| Total Pages | : 239 |
| Release | : 2023-05-02 |
| Genre | : Education |
| ISBN | : 1447366999 |
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Democracy should enable citizens to play an informed role in determining how power is exercised for their common wellbeing, but this only works if people have the understanding, skills and confidence to engage effectively in public affairs. Otherwise, any voting system can be subverted to serve the interests of propagandists and demagogues. This book brings together leading experts on learning for democracy to explore why and how the gap in civic competence should be bridged. Drawing on research findings and case examples from the UK, the US and elsewhere, it will set out why change is necessary, what could be taught differently to ensure effective political engagement, and how a lasting impact in improving citizens’ learning for democratic participation can be made.
The Allure of Order
| Author | : Jal Mehta |
| Publisher | : Oxford University Press |
| Total Pages | : 405 |
| Release | : 2015 |
| Genre | : Education |
| ISBN | : 0190231459 |
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In The Allure of Order, Mehta recounts a century of attempts at revitalizing public education, and puts forward a truly new agenda to reach this elusive goal. Over and over again, outsiders have been fascinated by the promise of scientific management and have attempted to apply principles of rational administration from above. What we want, Mehta argues, is the opposite approach which characterizes top-performing educational nations: attract strong candidates into teaching, develop relevant and usable knowledge, train teachers extensively in that knowledge, and support these efforts through a strong welfare state.
Accountability for Learning
| Author | : Douglas B. Reeves |
| Publisher | : ASCD |
| Total Pages | : 170 |
| Release | : 2004-01-15 |
| Genre | : Education |
| ISBN | : 1416600728 |
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Accountability. The very mention of the word strikes fear in the hearts of many teachers and school leaders, leading to confusion and panic rather than improved student achievement. Author Douglas B. Reeves explains how to transform accountability from destructive and demoralizing accounting drills into a constructive decision-making process that improves teaching, learning, and leadership. Reeves encourages educators to become proactive in developing student-centered accountability systems. These systems capture the many aspects of teaching that test scores don't reveal—they tell the stories behind the numbers. Reeves shows how educators can create accountability systems that enhance teacher motivation and lead to significant improvements in student achievement and equity, even in traditionally low-performing schools. Accountability for Learning explains how to build a student-centered accountability system by examining key indicators in teaching, leadership, curriculum, and parent and community involvement. Focusing on the classroom, it outlines how teachers can become leaders in accountability by using a four-step process of observation, reflection, synthesis, and replication of effective teaching practices. Finally, the author discusses the role of local, state, and federal policymakers and corrects the myths associated with No Child Left Behind. "As educators, we have two choices," Reeves says. "We can rail against the system, hoping that standards and testing are a passing fad, or we can lead the way in a fundamental reformulation of educational accountability." Accountability for Learning gives readers the helping hand they need to lead the way to fair and comprehensive accountability.
Accountability
| Author | : Michael W. Kirst |
| Publisher | : |
| Total Pages | : 80 |
| Release | : 1990 |
| Genre | : Education and state |
| ISBN | : |
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The Study of Primary Education: Classrooms and teaching studies
| Author | : Brenda Lofthouse |
| Publisher | : Psychology Press |
| Total Pages | : 268 |
| Release | : 1990 |
| Genre | : Education, Elementary |
| ISBN | : 9781850007371 |
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These books were compiled to help the professional development of primary school teachers, and represent wholly enlarged, updated and revised editions of the three primary source books published by Falmer Press in 1985.
Resources in Education
| Author | : |
| Publisher | : |
| Total Pages | : 328 |
| Release | : 1998 |
| Genre | : Education |
| ISBN | : |
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Who's Afraid of the Big Bad Dragon?
| Author | : Yong Zhao |
| Publisher | : John Wiley & Sons |
| Total Pages | : 272 |
| Release | : 2014-09-15 |
| Genre | : Education |
| ISBN | : 1118487133 |
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The secrets behind China's extraordinary educational system – good, bad, and ugly Chinese students' consistently stunning performance on the international PISA exams— where they outscore students of all other nations in math, reading, and science—have positioned China as a world education leader. American educators and pundits have declared this a "Sputnik Moment," saying that we must learn from China's education system in order to maintain our status as an education leader and global superpower. Indeed, many of the reforms taking hold in United States schools, such as a greater emphasis on standardized testing and the increasing importance of core subjects like reading and math, echo the Chinese system. We're following in China's footsteps—but is this the direction we should take? Who's Afraid of the Big Bad Dragon? by award-winning writer Yong Zhao offers an entertaining, provocative insider's account of the Chinese school system, revealing the secrets that make it both "the best and worst" in the world. Born and raised in China's Sichuan province and a teacher in China for many years, Zhao has a unique perspective on Chinese culture and education. He explains in vivid detail how China turns out the world's highest-achieving students in reading, math, and science—yet by all accounts Chinese educators, parents, and political leaders hate the system and long to send their kids to western schools. Filled with fascinating stories and compelling data, Who's Afraid of the Big Bad Dragon? offers a nuanced and sobering tour of education in China. Learn how China is able to turn out the world's highest achieving students in math, science, and reading Discover why, despite these amazing test scores, Chinese parents, teachers, and political leaders are desperate to leave behind their educational system Discover how current reforms in the U.S. parallel the classic Chinese system, and how this could help (or hurt) our students' prospects
Good Education in an Age of Measurement
| Author | : Gert J. J. Biesta |
| Publisher | : Routledge |
| Total Pages | : 159 |
| Release | : 2015-11-17 |
| Genre | : Education |
| ISBN | : 1317258665 |
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The widespread use of the measurement of educational outcomes in order to compare the performance of education within and across countries seems to express a real concern for the quality of education. This book argues that the focus on the measurement of educational outcomes has actually displaced questions about educational purpose. Biesta explores why the question as to what constitutes good education has become so much more difficult to ask and shows why this has been detrimental for the quality of education and for the level of democratic control over education. He provides concrete suggestions for engaging with the question of purpose in education in a new, more precise and more encompassing way, with explicit attention to the ethical, political and democratic dimensions of education.
