Emerald Handbook of Evidence-Informed Practice in Education
portes grátis
Emerald Handbook of Evidence-Informed Practice in Education
Learning from International Contexts
Malin, Joel R.; Brown, Chris
Emerald Publishing Limited
01/2022
424
Dura
Inglês
9781800431423
15 a 20 dias
729
Descrição não disponível.
Introduction: What can be learned from international contexts about how to foster evidence-informed practice?; Chris Brown and Joel R. Malin
Part 1. Hierarchist Systems
Chapter 1. Evidence-Based Practices in U.S. Schools: The California Context; Elizabeth Zumpe
Chapter 2. Teachers' Use of Evidence to Inform Practice: Examining Cohesion, Regulation, and Accountability in California; Amanda Datnow, Hayley Weddle, and Marie Lockton
Chapter 3. Navigating Between Cohesion and Bureaucracy: The Catalan Way of Evidence-Informed Educational Practice; Georgeta Ion, Cecilia Ines Suarez, and Anna DiazVicario
Chapter 4. Evidence-Informed Teaching In England; Mike Coldwell
Chapter 5. Evidence-Informed Practice in the Context of the Republic of Ireland; Gavin Murphy and Martin Brown
Chapter 6. Multi-Stakeholder Networks and Evidence-Informed Practice in Education: A Case From Ontario; Stephen MacGregor and Amanda Cooper
Chapter 7. The Hierarchist Way of School Development in Sweden; Ulf Blossing
Chapter 8. Evidence-Informed Teaching Practice in the United Arab Emirates; Tasneem Amatullah and David R. Litz
Part 2. Fatalist Systems
Chapter 9. Evidence-Informed Practice in Australian Education; Joanne Gleeson, Mark Rickinson, Lucas Walsh, Mandy Salisbury, and Connie Cirkony
Chapter 10. Collaboratively Navigating a Competitive System: A Systematic Literature Review of Teachers' Evidence Use in Chile; Mauricio Pino-Yancovic and Alvaro Gonzalez
Chapter 11. Evidence-Informed Practice of Standardized Assessments: The Case of Chile; Lucas Silva, Johana Contreras, and Jorge Manzi
Chapter 12. Evidence-Informed Practice in Denmark; Lars Qvortrup
Chapter 13. The Engagement of Teachers and School Leaders with Data, Evidence and Research in Germany; Jana Gross Ophoff and Colin Cramer
Chapter 14. Evidence-Informed Practice in Massachusetts (USA): A Systems-Level Analysis; Joel R. Malin and Kendra Winner
Chapter 15. Teacher Accreditation in New South Wales, Australia: The Cave of Wonders for Evidence-Informed Practice; Alexandra Harper
Chapter 16. Evidence-Informed Practice in South African Schools: An Examination of Enabling and Constraining Factors; Robyn Whittaker, Kathija Yassim, and Latoya Njokwe
Part 3. Individualist Systems
Chapter 17. Drivers and Obstacles for Evidence-Informed Practice in an Autonomous and Decentralized Educational System: Belgium; Kristin Vanlommel
Chapter 18. Teaching and Learning in Hong Kong Higher Education; Ka Ho Mok and Weiyan Xiong
Chapter 19. Evidence-Informed Practice in Italian Education; Monica E. Mincu and Sara Romiti
Chapter 20. Switzerland the Individualist - A Classification with Some Colorings; Enikoe Zala-Mezoe and Egli Johanna
Part 4. Egalitarian Systems
Chapter 21. Evidence-Informed Practice in Austrian Education; Livia Jesacher-Roessler and David Kemethofer
Chapter 22. The Uptake of Evidence on Policy Development and School Improvement in Cyprus; Christina Chinas
Chapter 23. Influence of Evidence-Informed Practice on Teacher's Professional Identity and Leadership in Japan; Wakio Oyanagi
Chapter 24. Evidence-Informed Practice in New Zealand; Mei Kuin Lai and Claire Sinnema
Chapter 25. Using Evidence-Informed Practice in Primary School Improvement in an Under-Achieving School System: A Case Study in Sierra Leone; Miriam Mason and David Galloway
Part 1. Hierarchist Systems
Chapter 1. Evidence-Based Practices in U.S. Schools: The California Context; Elizabeth Zumpe
Chapter 2. Teachers' Use of Evidence to Inform Practice: Examining Cohesion, Regulation, and Accountability in California; Amanda Datnow, Hayley Weddle, and Marie Lockton
Chapter 3. Navigating Between Cohesion and Bureaucracy: The Catalan Way of Evidence-Informed Educational Practice; Georgeta Ion, Cecilia Ines Suarez, and Anna DiazVicario
Chapter 4. Evidence-Informed Teaching In England; Mike Coldwell
Chapter 5. Evidence-Informed Practice in the Context of the Republic of Ireland; Gavin Murphy and Martin Brown
Chapter 6. Multi-Stakeholder Networks and Evidence-Informed Practice in Education: A Case From Ontario; Stephen MacGregor and Amanda Cooper
Chapter 7. The Hierarchist Way of School Development in Sweden; Ulf Blossing
Chapter 8. Evidence-Informed Teaching Practice in the United Arab Emirates; Tasneem Amatullah and David R. Litz
Part 2. Fatalist Systems
Chapter 9. Evidence-Informed Practice in Australian Education; Joanne Gleeson, Mark Rickinson, Lucas Walsh, Mandy Salisbury, and Connie Cirkony
Chapter 10. Collaboratively Navigating a Competitive System: A Systematic Literature Review of Teachers' Evidence Use in Chile; Mauricio Pino-Yancovic and Alvaro Gonzalez
Chapter 11. Evidence-Informed Practice of Standardized Assessments: The Case of Chile; Lucas Silva, Johana Contreras, and Jorge Manzi
Chapter 12. Evidence-Informed Practice in Denmark; Lars Qvortrup
Chapter 13. The Engagement of Teachers and School Leaders with Data, Evidence and Research in Germany; Jana Gross Ophoff and Colin Cramer
Chapter 14. Evidence-Informed Practice in Massachusetts (USA): A Systems-Level Analysis; Joel R. Malin and Kendra Winner
Chapter 15. Teacher Accreditation in New South Wales, Australia: The Cave of Wonders for Evidence-Informed Practice; Alexandra Harper
Chapter 16. Evidence-Informed Practice in South African Schools: An Examination of Enabling and Constraining Factors; Robyn Whittaker, Kathija Yassim, and Latoya Njokwe
Part 3. Individualist Systems
Chapter 17. Drivers and Obstacles for Evidence-Informed Practice in an Autonomous and Decentralized Educational System: Belgium; Kristin Vanlommel
Chapter 18. Teaching and Learning in Hong Kong Higher Education; Ka Ho Mok and Weiyan Xiong
Chapter 19. Evidence-Informed Practice in Italian Education; Monica E. Mincu and Sara Romiti
Chapter 20. Switzerland the Individualist - A Classification with Some Colorings; Enikoe Zala-Mezoe and Egli Johanna
Part 4. Egalitarian Systems
Chapter 21. Evidence-Informed Practice in Austrian Education; Livia Jesacher-Roessler and David Kemethofer
Chapter 22. The Uptake of Evidence on Policy Development and School Improvement in Cyprus; Christina Chinas
Chapter 23. Influence of Evidence-Informed Practice on Teacher's Professional Identity and Leadership in Japan; Wakio Oyanagi
Chapter 24. Evidence-Informed Practice in New Zealand; Mei Kuin Lai and Claire Sinnema
Chapter 25. Using Evidence-Informed Practice in Primary School Improvement in an Under-Achieving School System: A Case Study in Sierra Leone; Miriam Mason and David Galloway
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Educational Leadership; School Improvement; Educational Bureaucracy; Institutional Theory; Teaching Standard; Data Use; Systems Analysis
Introduction: What can be learned from international contexts about how to foster evidence-informed practice?; Chris Brown and Joel R. Malin
Part 1. Hierarchist Systems
Chapter 1. Evidence-Based Practices in U.S. Schools: The California Context; Elizabeth Zumpe
Chapter 2. Teachers' Use of Evidence to Inform Practice: Examining Cohesion, Regulation, and Accountability in California; Amanda Datnow, Hayley Weddle, and Marie Lockton
Chapter 3. Navigating Between Cohesion and Bureaucracy: The Catalan Way of Evidence-Informed Educational Practice; Georgeta Ion, Cecilia Ines Suarez, and Anna DiazVicario
Chapter 4. Evidence-Informed Teaching In England; Mike Coldwell
Chapter 5. Evidence-Informed Practice in the Context of the Republic of Ireland; Gavin Murphy and Martin Brown
Chapter 6. Multi-Stakeholder Networks and Evidence-Informed Practice in Education: A Case From Ontario; Stephen MacGregor and Amanda Cooper
Chapter 7. The Hierarchist Way of School Development in Sweden; Ulf Blossing
Chapter 8. Evidence-Informed Teaching Practice in the United Arab Emirates; Tasneem Amatullah and David R. Litz
Part 2. Fatalist Systems
Chapter 9. Evidence-Informed Practice in Australian Education; Joanne Gleeson, Mark Rickinson, Lucas Walsh, Mandy Salisbury, and Connie Cirkony
Chapter 10. Collaboratively Navigating a Competitive System: A Systematic Literature Review of Teachers' Evidence Use in Chile; Mauricio Pino-Yancovic and Alvaro Gonzalez
Chapter 11. Evidence-Informed Practice of Standardized Assessments: The Case of Chile; Lucas Silva, Johana Contreras, and Jorge Manzi
Chapter 12. Evidence-Informed Practice in Denmark; Lars Qvortrup
Chapter 13. The Engagement of Teachers and School Leaders with Data, Evidence and Research in Germany; Jana Gross Ophoff and Colin Cramer
Chapter 14. Evidence-Informed Practice in Massachusetts (USA): A Systems-Level Analysis; Joel R. Malin and Kendra Winner
Chapter 15. Teacher Accreditation in New South Wales, Australia: The Cave of Wonders for Evidence-Informed Practice; Alexandra Harper
Chapter 16. Evidence-Informed Practice in South African Schools: An Examination of Enabling and Constraining Factors; Robyn Whittaker, Kathija Yassim, and Latoya Njokwe
Part 3. Individualist Systems
Chapter 17. Drivers and Obstacles for Evidence-Informed Practice in an Autonomous and Decentralized Educational System: Belgium; Kristin Vanlommel
Chapter 18. Teaching and Learning in Hong Kong Higher Education; Ka Ho Mok and Weiyan Xiong
Chapter 19. Evidence-Informed Practice in Italian Education; Monica E. Mincu and Sara Romiti
Chapter 20. Switzerland the Individualist - A Classification with Some Colorings; Enikoe Zala-Mezoe and Egli Johanna
Part 4. Egalitarian Systems
Chapter 21. Evidence-Informed Practice in Austrian Education; Livia Jesacher-Roessler and David Kemethofer
Chapter 22. The Uptake of Evidence on Policy Development and School Improvement in Cyprus; Christina Chinas
Chapter 23. Influence of Evidence-Informed Practice on Teacher's Professional Identity and Leadership in Japan; Wakio Oyanagi
Chapter 24. Evidence-Informed Practice in New Zealand; Mei Kuin Lai and Claire Sinnema
Chapter 25. Using Evidence-Informed Practice in Primary School Improvement in an Under-Achieving School System: A Case Study in Sierra Leone; Miriam Mason and David Galloway
Part 1. Hierarchist Systems
Chapter 1. Evidence-Based Practices in U.S. Schools: The California Context; Elizabeth Zumpe
Chapter 2. Teachers' Use of Evidence to Inform Practice: Examining Cohesion, Regulation, and Accountability in California; Amanda Datnow, Hayley Weddle, and Marie Lockton
Chapter 3. Navigating Between Cohesion and Bureaucracy: The Catalan Way of Evidence-Informed Educational Practice; Georgeta Ion, Cecilia Ines Suarez, and Anna DiazVicario
Chapter 4. Evidence-Informed Teaching In England; Mike Coldwell
Chapter 5. Evidence-Informed Practice in the Context of the Republic of Ireland; Gavin Murphy and Martin Brown
Chapter 6. Multi-Stakeholder Networks and Evidence-Informed Practice in Education: A Case From Ontario; Stephen MacGregor and Amanda Cooper
Chapter 7. The Hierarchist Way of School Development in Sweden; Ulf Blossing
Chapter 8. Evidence-Informed Teaching Practice in the United Arab Emirates; Tasneem Amatullah and David R. Litz
Part 2. Fatalist Systems
Chapter 9. Evidence-Informed Practice in Australian Education; Joanne Gleeson, Mark Rickinson, Lucas Walsh, Mandy Salisbury, and Connie Cirkony
Chapter 10. Collaboratively Navigating a Competitive System: A Systematic Literature Review of Teachers' Evidence Use in Chile; Mauricio Pino-Yancovic and Alvaro Gonzalez
Chapter 11. Evidence-Informed Practice of Standardized Assessments: The Case of Chile; Lucas Silva, Johana Contreras, and Jorge Manzi
Chapter 12. Evidence-Informed Practice in Denmark; Lars Qvortrup
Chapter 13. The Engagement of Teachers and School Leaders with Data, Evidence and Research in Germany; Jana Gross Ophoff and Colin Cramer
Chapter 14. Evidence-Informed Practice in Massachusetts (USA): A Systems-Level Analysis; Joel R. Malin and Kendra Winner
Chapter 15. Teacher Accreditation in New South Wales, Australia: The Cave of Wonders for Evidence-Informed Practice; Alexandra Harper
Chapter 16. Evidence-Informed Practice in South African Schools: An Examination of Enabling and Constraining Factors; Robyn Whittaker, Kathija Yassim, and Latoya Njokwe
Part 3. Individualist Systems
Chapter 17. Drivers and Obstacles for Evidence-Informed Practice in an Autonomous and Decentralized Educational System: Belgium; Kristin Vanlommel
Chapter 18. Teaching and Learning in Hong Kong Higher Education; Ka Ho Mok and Weiyan Xiong
Chapter 19. Evidence-Informed Practice in Italian Education; Monica E. Mincu and Sara Romiti
Chapter 20. Switzerland the Individualist - A Classification with Some Colorings; Enikoe Zala-Mezoe and Egli Johanna
Part 4. Egalitarian Systems
Chapter 21. Evidence-Informed Practice in Austrian Education; Livia Jesacher-Roessler and David Kemethofer
Chapter 22. The Uptake of Evidence on Policy Development and School Improvement in Cyprus; Christina Chinas
Chapter 23. Influence of Evidence-Informed Practice on Teacher's Professional Identity and Leadership in Japan; Wakio Oyanagi
Chapter 24. Evidence-Informed Practice in New Zealand; Mei Kuin Lai and Claire Sinnema
Chapter 25. Using Evidence-Informed Practice in Primary School Improvement in an Under-Achieving School System: A Case Study in Sierra Leone; Miriam Mason and David Galloway
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
