자연주의적 탐구조사(Naturalistic Inquiry)

The power of feedback.

Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

Principles and Practice of Structural Equation Modeling (2nd ed.)

Statistical Analysis with Missing Data

The effective classroom

Ideally, school effectiveness research and school improvement might have a relationship with a surplus value for both. In reality, this relationship is often troublesome. Some problems can be attributed to the intrinsic differences between effectiveness and improvement, such as different missions. However, an analysis of the current situation in effectiveness and improvement shows that there are many possibilities at all stages of research studies and improvement projects for a more fruitful relationship. In this article, stronger links between effectiveness and improvement are advocated. Such links can be achieved by better‐guided processes of application and reconstruction of knowledge during effectiveness research and improvement. These processes, illustrated by some successful projects which have started recently, are described under the heading of sustained interactivity.

School Effectiveness and School Improvement: Sustaining Links

Part 1: The Background to Educational Effectiveness Research 1. Towards the Development of the Theoretical Framework of Educational Effectiveness Research 2. Essential Characteristics of Educational Effectiveness Research 3. The Comprehensive Model of Educational Effectiveness 4. Empirical Testing of the Comprehensive Model of Educational Effectiveness: Review of Research Part 2: A Dynamic Model of Educational Effectiveness 5. The Essential Features of The Dynamic Model 6. The Dynamic Model: Factors Operating at Student and Classroom Level 7. The Dynamic Model: Factors Operating at School and Context Level Part 3: Empirical Support for the Dynamic Model of Educational Effectiveness 8. Testing the Dynamic Model: A Study Investigating the Impact of Classroom-Level Factors on Student Achievement Gains 9. Testing The Dynamic Model: A Synthesis of Studies Investigating the Impact of School Factors on Student Achievement Part 4: Implications for Research, Policy and Practice 10. Implications for Research and Evaluation 11. Implications for Policy 12. Implications for the Improvement of Educational Practice

The Dynamics of Educational Effectiveness: A Contribution to Policy, Practice and Theory in Contemporary Schools

One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the identification of a range of behaviours which are positively related to student achievement. A key limitation of this research, however, is its focus on basic skills in English and maths. Therefore, in the 2nd section we review research on “new learning” and teaching for metacognitive and thinking skills. While in these 2 sections we have discussed key findings from research on teaching, including emerging knowledge on metacognition, it is important to continue to take into account ongoing developments in theories of learning. In the 3rd section of this paper, we develop the argument that a major contributing factor to this situation is that “state-of-the-art” understandings about processes and conditions that promote student learning are typically not used to construct appropriate learning environments for their teachers.

/pdf/state-of-the-art-teacher-effectiveness-and-professional-39mgnvx3t3.pdf

Bert P. M. Creemers

Papers

The effective classroom

School Effectiveness and School Improvement: Sustaining Links

The Dynamics of Educational Effectiveness: A Contribution to Policy, Practice and Theory in Contemporary Schools

State of the art – teacher effectiveness and professional learning

School climate: Measuring, improving and sustaining healthy learning environments