Name: School-Based Evaluation: A Dialogue for School Improvement (en Inglés)
SKU: 18739887
Price: 146.44 USD
Availability: InStock
Author: David Nevo; D. Nevo

portada School-Based Evaluation: A Dialogue for School Improvement (en Inglés)

School-Based Evaluation: A Dialogue for School Improvement (en Inglés)

Formato

Libro Físico

Editorial

Emerald Group Publishing Limited

Autor

David Nevo; D. Nevo

Año

1995

Idioma

Inglés

N° páginas

214

Encuadernación

Tapa Dura

ISBN

0080419429

ISBN13

9780080419428

N° edición

Categorías

Estudios empresariales: general

School-Based Evaluation: A Dialogue for School Improvement (en Inglés)

David Nevo; D. Nevo (Autor) · Emerald Group Publishing Limited · Tapa Dura

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Reseña del libro "School-Based Evaluation: A Dialogue for School Improvement (en Inglés)"

This book presents a comprehensive conceptual framework for school evaluation, and evaluation methods that can be used within the framework of the school for the benefit of students, teachers, school administrators and parents. It is based on concepts and ideas originally developed in the area of program evaluation and combining internal and external evaluation, it provides a common ground for school evaluation, including student assessment, program evaluation, teacher appraisal and school review. It is a book for schools, and for educators, parents, policy makers, and professional evaluators who believe in schools, and consider schools to be the main component of the educational system. The book consists of three major parts. In the first part the concept of school-based evaluation is being discussed in the way it is perceived throughout the book. The second part of the book deals with evaluation methods that could be useful to schools in evaluating students, programs, instructional materials, teachers and the school as a whole. The third part of the book focuses on the organizational context of school evaluation. It includes two chapters - one related to internal organizational problems, which need to be resolved in order to institutionalize an effective school evaluation system, while the other deals with the meaning of evaluation as a basis for a dialogue, and the need to develop such new discourse for evaluation in general, and even more so for school-based evaluation.