School Improvement Through Performance Feedback

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9780415432238: School Improvement Through Performance Feedback

Internationally there is an increasing trend to publish and feed back information to schools and teachers on their functioning. School improvement is often the central goal, though accountability and the promotion of parental/student school choice also play an important role.Practical initiatives and research in this field have often failed to recognize the full complexity of improving schools through school performance feedback. Relevant questions are, for example, to what extent: the information fed back to schools is valued and understood by them; the school performance feedback enables appropriate diagnosis and remediation to take place in schools; the use of the feedback generates conflicts and tensions for teachers and administrators; the features of the implementation process and school organization influence the utilization of school performance feedback systems; schools do actually improve as a result of performance feedback; and the feedback systems have unintended effects.
This book fills the gap by including: a thorough conceptualization of school feedback as a performance enhancing mechanism, and the prerequisites for utilizing this information in schools; a typology of school performance indicators; a review of the research on the impact of feeding back performance information to individuals and to organizations; evidence on the process, problems and impact of school performance feedback from an international variety of contexts (Australia, the Netherlands, United Kingdom, USA); and reflections on these experiences within the theoretical framework, leading to recommended strategies for school improvement through performance feedback.

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Contenuti:

Introduction The School Performance Feedback Concept The Origins of School Performance Feedback Systems Structure of the Book References
PART 1: Theoretical Introduction
Chapter 1: Evidence on the Role and Impact of Performance Feedback in Schools Chapter 2: A Typology of Indicators Chapter 3: A Framework for Studying School Performance Feedback Systems
PART 2: Evidence on School Performance Feedback
Chapter 4: The ABC+ Model for School Diagnosis, Feedback, and Improvement Chapter 5: Using School Effectiveness as a Knowledge Base for Self-evaluation in Dutch Schools: the ZEBO-project Chapter 6: Jolts and Reactions: Two Decades of Feeding Back Information on Schools' Performance Chapter 7: Performance Feedback to Schools of Students' Year 12 Assessments: The VCE Data Project Chapter 8: Performance Indicators in Primary Schools
PART 3: Conclusions, Reflections and Recommendations
Chapter 9: Drawing up the Balance Sheet for School Performance Feedback Systems

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Editore: Taylor Francis Ltd, United Kingdom (2007)
ISBN 10: 0415432235 ISBN 13: 9780415432238
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Descrizione libro Taylor Francis Ltd, United Kingdom, 2007. Paperback. Condizione libro: New. 229 x 155 mm. Language: English . Brand New Book. Internationally there is an increasing trend to publish and feed back information to schools and teachers on their functioning. School improvement is often the central goal, though accountability and the promotion of parental/student school choice also play an important role.Practical initiatives and research in this field have often failed to recognize the full complexity of improving schools through school performance feedback. Relevant questions are, for example, to what extent: the information fed back to schools is valued and understood by them; the school performance feedback enables appropriate diagnosis and remediation to take place in schools; the use of the feedback generates conflicts and tensions for teachers and administrators; the features of the implementation process and school organization influence the utilization of school performance feedback systems; schools do actually improve as a result of performance feedback; and the feedback systems have unintended effects. This book fills the gap by including: a thorough conceptualization of school feedback as a performance enhancing mechanism, and the prerequisites for utilizing this information in schools; a typology of school performance indicators; a review of the research on the impact of feeding back performance information to individuals and to organizations; evidence on the process, problems and impact of school performance feedback from an international variety of contexts (Australia, the Netherlands, United Kingdom, USA); and reflections on these experiences within the theoretical framework, leading to recommended strategies for school improvement through performance feedback. Codice libro della libreria AAZ9780415432238

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Editore: Taylor Francis Ltd, United Kingdom (2007)
ISBN 10: 0415432235 ISBN 13: 9780415432238
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Descrizione libro Taylor Francis Ltd, United Kingdom, 2007. Paperback. Condizione libro: New. 229 x 155 mm. Language: English . Brand New Book. Internationally there is an increasing trend to publish and feed back information to schools and teachers on their functioning. School improvement is often the central goal, though accountability and the promotion of parental/student school choice also play an important role.Practical initiatives and research in this field have often failed to recognize the full complexity of improving schools through school performance feedback. Relevant questions are, for example, to what extent: the information fed back to schools is valued and understood by them; the school performance feedback enables appropriate diagnosis and remediation to take place in schools; the use of the feedback generates conflicts and tensions for teachers and administrators; the features of the implementation process and school organization influence the utilization of school performance feedback systems; schools do actually improve as a result of performance feedback; and the feedback systems have unintended effects. This book fills the gap by including: a thorough conceptualization of school feedback as a performance enhancing mechanism, and the prerequisites for utilizing this information in schools; a typology of school performance indicators; a review of the research on the impact of feeding back performance information to individuals and to organizations; evidence on the process, problems and impact of school performance feedback from an international variety of contexts (Australia, the Netherlands, United Kingdom, USA); and reflections on these experiences within the theoretical framework, leading to recommended strategies for school improvement through performance feedback. Codice libro della libreria AAZ9780415432238

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Descrizione libro Condizione libro: New. Depending on your location, this item may ship from the US or UK. Codice libro della libreria 97804154322380000000

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Visscher, A. J./ Coe, R.
Editore: Taylor & Francis Ltd 2007-02-01, London (2007)
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Descrizione libro Taylor & Francis Ltd 2007-02-01, London, 2007. paperback. Condizione libro: New. Codice libro della libreria 9780415432238

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A. J. Visscher, R. Coe
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Descrizione libro Paperback. Condizione libro: New. Not Signed; Internationally there is an increasing trend to publish and feed back information to schools and teachers on their functioning. School improvement is often the central goal, though accountability and the promotion of parental/student school choice also play an important role.Practical initiatives an. book. Codice libro della libreria ria9780415432238_rkm

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Editore: Routledge (2007)
ISBN 10: 0415432235 ISBN 13: 9780415432238
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Descrizione libro Routledge, 2007. Condizione libro: New. This volume includes a thorough conceptualization of school feedback as a performance-enhancing mechanism, and the prerequisites for utilizing this information in schools. It provides a review of the research on the impact of feeding back performance information to individuals and to organizations. Editor(s): Visscher, A. J.; Coe, R. Series: Contexts of Learning. Num Pages: 288 pages, black & white illustrations. BIC Classification: JNA; JNK. Category: (P) Professional & Vocational. Dimension: 234 x 154 x 21. Weight in Grams: 428. . 2007. 1st Edition. Paperback. . . . . . Codice libro della libreria V9780415432238

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Descrizione libro Condizione libro: New. Bookseller Inventory # ST0415432235. Codice libro della libreria ST0415432235

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Descrizione libro Routledge. Condizione libro: New. This volume includes a thorough conceptualization of school feedback as a performance-enhancing mechanism, and the prerequisites for utilizing this information in schools. It provides a review of the research on the impact of feeding back performance information to individuals and to organizations. Editor(s): Visscher, A. J.; Coe, R. Series: Contexts of Learning. Num Pages: 288 pages, black & white illustrations. BIC Classification: JNA; JNK. Category: (P) Professional & Vocational. Dimension: 234 x 154 x 21. Weight in Grams: 428. . 2007. 1st Edition. Paperback. . . . . Books ship from the US and Ireland. Codice libro della libreria V9780415432238

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A.J. Visscher
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Descrizione libro Routledge, 2007. PAP. Condizione libro: New. New Book. Shipped from UK in 4 to 14 days. Established seller since 2000. Codice libro della libreria GB-9780415432238

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VISSCHER, A.J.; COE, R.
Editore: Routledge (2017)
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Descrizione libro Routledge, 2017. Paperback. Condizione libro: NEW. 9780415432238 This listing is a new book, a title currently in-print which we order directly and immediately from the publisher. Print on Demand title, produced to the highest standard, and there would be a delay in dispatch of around 10 working days. Codice libro della libreria HTANDREE0229327

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