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Condition: As New. Unread book in perfect condition.
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Condition: New. pp. 134.
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Condition: New. pp. 134.
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Educational Effectiveness Theory : Further Developments in a Multilevel Context
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Educational Effectiveness Theory: Further developments in a multilevel context
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Condition: New. pp. 134.
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Educational Effectiveness Theory : Further Developments in a Multilevel Context
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Educational Effectiveness Theory: Further developments in a multilevel context
Language: English
Published by Routledge 2019-01-03, 2019
ISBN 10: 0367109468 ISBN 13: 9780367109462
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Educational Effectiveness Theory: Further developments in a multilevel context
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Paperback. Condition: Brand New. 134 pages. 9.69x6.85x0.60 inches. In Stock.
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Educational Effectiveness Theory : Further developments in a multilevel context
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Educational Effectiveness Theory : Further developments in a multilevel context
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Condition: New. 1st edition NO-PA16APR2015-KAP.
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Educational Effectiveness Theory: Further developments in a multilevel context
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Educational Effectiveness Theory: Further developments in a multilevel context
Language: English
Published by Taylor & Francis Ltd, 2017
ISBN 10: 1138715115 ISBN 13: 9781138715110
Seller: THE SAINT BOOKSTORE, Southport, United Kingdom
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Educational Effectiveness Theory: Further developments in a multilevel context
Seller: Kennys Bookshop and Art Galleries Ltd., Galway, GY, Ireland
Seller rating 5 out of 5 stars
First Edition
Condition: New. Editor(s): Maag Merki, Katharina; Holmeier, Monika; Emmerich, Marcus. Num Pages: 134 pages. BIC Classification: JNA; JNC; JNK; JNM. Category: (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 246 x 174. Weight in Grams: 385. . 2017. 1st Edition. hardcover. . . . .
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Hardcover. Condition: Brand New. 128 pages. 10.00x7.00x0.75 inches. In Stock.
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Condition: New. Editor(s): Maag Merki, Katharina; Holmeier, Monika; Emmerich, Marcus. Num Pages: 134 pages. BIC Classification: JNA; JNC; JNK; JNM. Category: (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 246 x 174. Weight in Grams: 385. . 2017. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.
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Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - 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 be carried out more 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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Buch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Despite advances in educational effectiveness theory and methodology, existing theoretical frameworks of educational effectiveness are only very general, and the embedding of empirically identified results in theoretical models has to be done more systematically. This book contributes to the advancement of educational effectiveness theory by discussing different strategies and by making it clear that the advancement of the theory depends on the advancement of the methodology itself, 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.
