A Study Of The Introduction Of School Self Evaluation Into Primary Schools In Singapore And England
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A Study Of The Introduction Of School Self Evaluation Into Primary Schools In Singapore And England
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Author : Sook May Ivy Chia
language : en
Publisher:
Release Date : 2008
A Study Of The Introduction Of School Self Evaluation Into Primary Schools In Singapore And England written by Sook May Ivy Chia and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
A Study Of The Introduction Of School Self Evaluation In Singapore And England
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Author : S. M. I. Chia
language : en
Publisher:
Release Date : 2008
A Study Of The Introduction Of School Self Evaluation In Singapore And England written by S. M. I. Chia and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
Looking At Our School
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Author : Ireland. Department of Education and Science. Inspectorate. Evaluation Support and Research Unit
language : en
Publisher:
Release Date : 2003-01-01
Looking At Our School written by Ireland. Department of Education and Science. Inspectorate. Evaluation Support and Research Unit and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003-01-01 with Educational evaluation categories.
School Self Evaluation Of Teac
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Author : Chi-Ming Yung
language : en
Publisher: Open Dissertation Press
Release Date : 2017-01-27
School Self Evaluation Of Teac written by Chi-Ming Yung and has been published by Open Dissertation Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-01-27 with Education categories.
This dissertation, "School Self-evaluation of Teaching and Learning in Hong Kong Primary Schools" by Chi-ming, Yung, 翁子明, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ABSTRACT of thesis entitled School Self-evaluation of Teaching and Learning in Hong Kong Primary Schools submitted by Yung Chi Ming For the degree of Master of Education at the University of Hong Kong August, 2004 School Self-evaluation (SSE) and External School Review (ESR) are initiatives that have been introduced by the Education and Manpower Bureau to enhance school development and accountability in Hong Kong. The EMB believes that SSE is the driving force for continuous school improvement and that ESR, serving as a validation of SSE, can gauge school performance and facilitate school developmental potential. This study aims to investigate teachers' perceptions of the purposes of SSE and ESR, their attitudes towards SSE, their experiences of SSE and ESR, their views on the relationship between SSE and ESR and the factors enhancing or inhibiting the effectiveness of SSE. A case study approach, incorporating both qualitative and quantitative methods, was adopted for the study. Two case schools which had recently conducted SSE and had been audited in ESR were selected for this study. The findings reveal that teachers' perceptions on the purposes of SSE and ESR were in harmony with the rationales proposed by the EMB. Although SSE and ESR did bring about anxiety and pressure, teachers revealed that their past experience was not painful. However, it was found that despite all these positive factors, teachers' sense of achievements and motivation on further involvement in SSE was not strong. In response to the difficulties revealed by the teachers in SSE, e.g. insufficient experience, lack of criteria and administrative work, recommendations are made by the researcher to enhance the effectiveness of SSE. DOI: 10.5353/th_b3026275 Subjects: Schools - China - Hong Kong - Evaluation Quality assurance - China - Hong Kong Educational evaluation - China - Hong Kong Elementary school teachers - China - Hong Kong - Attitudes
Examinations In Singapore
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Author : Yap Kwang Tan
language : en
Publisher: World Scientific
Release Date : 2008
Examinations In Singapore written by Yap Kwang Tan and has been published by World Scientific this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with Education categories.
The first book to explore the development of Singapore''s much-talked-about education and examination system, this volume juxtaposes examinations with its immediate context of education and wider context of politics, economy and society. The study covers three broad historical periods: Examinations in Singapore from 1891 to 1945; The Post-War Years from 1946 to the 1970s; and Charting Our Destiny from the 1980s to 2007. In the British period up to 1941, the local examinations were conducted by the vernacular schools, and external examinations by the University of Cambridge Local Examinations Syndicate. There was a lack of systematic effort to establish a uniform system of education and examinations. During the Japanese Occupation, examinations were conducted by the Japanese authorities and, unexpectedly, the Cambridge examinations continued in the Sime Road Camp. In the post-war period and particularly after Singapore was granted self-government, the establishment of a national education system was followed by the emergence of national examinations: the Primary School Leaving Examinations and the Singapore-Cambridge GCE N/O/A Levels for every school-going child in Singapore. Thereafter, the nature of national examinations evolved with the changing needs of education and the nation. At the turn of the century, with the Ministry of Education''s decision to take greater control of examinations, the Singapore Examinations and Assessment Board was established, to oversee new developments in examinations. Unlike most literature on education where examinations are often mentioned as an outcome of educational goals and objectives, this book focuses on examinations per se. Examinations have gained a momentum of their own, and it is interesting to note the development of examinations against the backdrop of the broader history of Singapore and of education in Singapore. Sample Chapter(s). Chapter 1: Trace the development of examinations in Singapore during the British colonial period up to 1941. (3,043 KB). Examinations in Singapore book Launch (124 KB). Contents: Examinations in Singapore (1891OCo1945): Trace the Development of Examinations in Singapore During the British Colonial Period Up to 1945; Assess the Impact of the Japanese Occupation on Examinations in Singapore; What was the Significance of the School Certificate Examination Held in the Sime Road Camp During the Japanese Occupation?; The Post-War Years (1946OCo1970s): Assess the Development of Education and Examinations From the End of the Japanese Occupation to the Attainment of Self-Government in Singapore; Why and How Effective Were the Measures Undertaken by the Singapore Government to Establish Central Control Over Education and Examinations in Singapore in the 1960sOCo1970s?; The 1961 Examination Boycott Illustrates the Challenges in Forging a National System of Examinations. Do You Agree?; Charting Our Own Destiny (1980sOCo2007): How Effective had the Goh Keng Swee''s Reforms in Education and Examination Been in Improving Singapore''s Education System?; Examine the Key Policy Changes in Singapore''s Education and Examinations in Response to the Challenges of a Rapidly Changing and Globalising world; OCyChange is More Important than Continuity in Education and ExaminationsOCO Discuss. Readership: Academics and professionals in education and assessment; general readership."
School Self Review And Evaluation
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Author : Alan John Davison
language : en
Publisher:
Release Date : 1997
School Self Review And Evaluation written by Alan John Davison and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with Organizational effectiveness categories.
Looking At Our School
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Author : Ireland. Department of Education and Science. Inspectorate. Evaluation Support and Research Unit
language : en
Publisher:
Release Date : 2003-01-01
Looking At Our School written by Ireland. Department of Education and Science. Inspectorate. Evaluation Support and Research Unit and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003-01-01 with Educational evaluation categories.
Ijer Vol 5 N4
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Author : International Journal of Educational Reform
language : en
Publisher: Rowman & Littlefield
Release Date : 1996-10-01
Ijer Vol 5 N4 written by International Journal of Educational Reform and has been published by Rowman & Littlefield this book supported file pdf, txt, epub, kindle and other format this book has been release on 1996-10-01 with Education categories.
The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.
The Development Of A School Self Evaluation Framework For Classroom Quality In Zimbabwean Primary Schools
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Author : Elizabeth Garira
language : en
Publisher:
Release Date : 2014
The Development Of A School Self Evaluation Framework For Classroom Quality In Zimbabwean Primary Schools written by Elizabeth Garira and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with Curriculum planning categories.
There are growing concerns about the quality of education in schools in many countries, and education systems implement mechanisms like school inspection, an external education quality assurance measure, to evaluate their education. Realising that effective improvement of education quality may be achieved from within rather than from outside, many education systems are adopting School Self-Evaluation (SSE), an internal evaluation process, to evaluate quality of education. This study attempted to identify the characteristics of effective SSE frameworks in order to develop one for Zimbabwean primary schools. The study utilised exemplary frameworks as facilitators for introducing SSE practices in Zimbabwe and was guided by the following question: What are the characteristics of an effective SSE framework for improving classroom quality in Zimbabwean primary schools? The study espoused design research approach which aims to provide solutions to various education problems. The study comprised three phases, the preliminary phase which included a literature review and a needs analysis with the former aimed to gain insight into the efficacy of SSE in evaluating quality of education. The needs analysis sought to establish how education is evaluated in Zimbabwean primary schools. The second, the prototyping phase, involved developing and formatively evaluating various prototypes. The last phase, a semi-summative evaluation, involved field-testing and appraisal of the intervention. Interviews and questionnaires were used to collect data. Six design principles were generated with the main ones being to engage stakeholders in developing SSE frameworks, to agree on the need for SSE initiative and to define the quality indicators in context. The main characteristics of the SSE framework were that it should have a clear purpose, be context specific, and should focus on what is essential for education. The main conclusion of the study is that there are no clear policy guidelines for Zimbabwean primary schools, coupled with lack of SSE instruments, to engage in self-evaluation of quality of education and therefore, no meaningful SSE takes place. An SSE framework with procedural guidelines developed in this research appears to be relevant, feasible and is expected to be effective for use in Zimbabwean primary schools. Some recommendations were made in order to improve Zimbabwe‟s quality of education.
Developing Creative And Critical Educational Practitioners
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Author : Victoria Door
language : en
Publisher: Critical Publishing
Release Date : 2014-10-20
Developing Creative And Critical Educational Practitioners written by Victoria Door and has been published by Critical Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-10-20 with Education categories.
This book encourages teacher educators to promote flexible and sustainable practice in their students, enabling them to flourish within an ever-changing educational environment. Research from the UK and US strongly indicates that a coherent theory-practice approach to teacher preparation is key. The book outlines what such a framework can look like, a rationale for it, and how it can work in practice for groups and individuals. It explores the notions of the reflexive teacher, creativity as a basis for practice, and criticality as a necessary underpinning for educators. The discussion draws on the research and experiences of teacher educators, student teachers and in-service teachers, from NQTs to Lead Practitioners and senior management. It proposes the foundational understanding for beginning teachers to join a community of practice based on scholarship, professionalism and ethical practice. This book is part of the successful Critical Guides for Teacher Educators series edited by Ian Menter.