Jaap Scheerens (193 results)

paperback. Condition: Very Good. Improving School Effectiveness: 68 (Fundamentals of Educational Planning) This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .

paperback. Condition: Very Good. Shipped within 24 hours from our UK warehouse. Clean, undamaged book with no damage to pages and minimal wear to the cover. Spine still tight, in very good condition. Remember if you are not happy, you are covered by our 100% money back guarantee.

Condition: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.

Condition: Fair. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In fair condition, suitable as a study copy. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,500grams, ISBN:9780415277884.

Condition: very good. Gut/Very good: Buch bzw. Schutzumschlag mit wenigen Gebrauchsspuren an Einband, Schutzumschlag oder Seiten. / Describes a book or dust jacket that does show some signs of wear on either the binding, dust jacket or pages.

Condition: very good. Gut/Very good: Buch bzw. Schutzumschlag mit wenigen Gebrauchsspuren an Einband, Schutzumschlag oder Seiten. / Describes a book or dust jacket that does show some signs of wear on either the binding, dust jacket or pages.

Hardcover. Condition: Very Good. First Edition. Clean over all with very light wear. 198 pages with the index. This book is the result of a European study into the changing views and practices of professionals in the field of Human Resource Development within such organizations. Focusing on Europe, the book contains authors and research from Finland, the UK, Germany, The Netherlands, Belgium, France and Italy.books are NOT signed. We will state signed at the description section. we confirm they are signed via email or stated in the description box. - Specializing in academic, collectiblle and historically significant, providing the utmost quality and customer service satisfaction. For any questions feel free to email us.

Condition: Good. Dirty dust cover. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.

Condition: New.

Condition: New.

Hardcover. Condition: new. Hardcover. 'Lifelong learning' is moving from buzzword to reality for ever more workers. Firms increasingly need their workers to be active, self-directed learners who contribute to innovations and improvements of processes, products and services. Companies that explicitly encourage and support worker learning, from a strategic perspective, are called 'learning organizations'. This book is the result of a European study into the changing views and practices of professionals in the field of Human Resource Development within such organizations. It investigates such questions as: * How do HRD professionals regard their own role in the light of the growing importance attached to learning? * How do they stimulate worker motivation for learning? * How do they cooperate with line managers and employees? * What road blocks do they face in changing HRD practices, and how do they try to overcome these? Focusing on Europe, the book contains authors and research from Finland, the UK, Germany, The Netherlands, Belgium, France and Italy. Theoretical explorations of the learning organization and the changing face of HRD complement nearly thirty case studies of HRD functions.This book will be essential reading for both academics and professionals in the fields of HRD and lifelong learning. "Lifelong learning" is moving from buzzword to reality for ever more workers. This book is the result of a European study into the changing views and practices of professionals in the field of human resource development (HRD) within such organizations in terms of "lifelong learning". Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condition: New.

Condition: New.

Condition: New.

Condition: New.

Paperback. Condition: new. Paperback. The quality of education is a term that is frequently used in public debates. Understood in the sense of education being generally okay , or rather, most frequently, as not okay. Perhaps there is an overruling nostalgic view that formerly education was better than today. In scholarly discourse there are those who maintain that the quality of education is an illusive term, with varying interpretations in different settings and by different stakeholders. In this book the complexity of the concept of education quality is recognized, but a conceptual framework is presented that makes quality, despite its complexity, amenable to rational and empirical analysis. Productivity, equity, effectiveness, efficiency and responsiveness of education systems are seen as key facets of quality. A concrete set of indicators is presented that makes for the measurement of these quality facets. In the second part of the book the quality framework is applied to an analysis of the quality of education in the Netherlands. Common sense in the Netherlands is dominated by the view that the quality of education is a course for serious concern. Some recent quality reviews take the same pessimistic outlook. However, the current overview of indicators on the Dutch system, seen from an international perspective, presents a picture that is much more positive. Still there is always room for improvement, in the case of the Netherlands this should probably be sought in diminishing the selectivity of the system as a way to improve participation in higher education. The quality of education is a term that is frequently used in public debates. In this book the complexity of the concept of education quality is recognized, but a conceptual framework is presented that makes quality, despite its complexity, amenable to rational and empirical analysis. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condition: As New. Unread book in perfect condition.

Paperback. Condition: new. Paperback. This highly detailed study maps four decades of evolution of the concept of what constitutes effective school leadership. It analyses the theoretical background to these developments and advocates the utility of thinking of a lean form of school leadership that is comparable to the concept of meta-control. A wide-ranging survey of the empirical research literature on leadership effects includes the presentation of results from earlier meta-analyses as well as a new meta-analysis on some 25 studies carried out between 2005 and 2010. This survey demonstrates that older reviews and meta-analyses were predominantly based on so-called direct effect studies, while more recent studies have tried to quantify the indirect effects of leadership, mediated by other school variables.While acknowledging the relatively small total effect of leadership on student outcomes, the study does identify promising intermediary factors which, stimulated by specific leadership behaviours, impact on student performance. The book ends by drawing out wider implications for educational practice and policy, presented under headings such as schools need leadership, the toolkit of the school leader as a meta-controller, the special case of turning around failing schools and efficiency of school leadership. In passing, the authors make several suggestions about potentially fruitful next steps in researching the effects of school leadership. This highly detailed study maps four decades of evolution of the concept of what constitutes effective school leadership. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condition: new. Paperback. This book provides a review of the effectiveness of Opportunity to Learn (OTL) operationalized as the association between OTL and student achievement. In addition, it presents an elaborate conceptual map in which OTL is regarded as part of a larger concept of curriculum alignment. Major components of this framework are national goals and standards, school curricula, formative tests, textbooks, actual delivery of content as part of teaching, and summative tests and examinations.Alignment between educational goals, intended and implemented curricula, and educational outcomes is considered an important prerequisite for effective education. The expectation is that better alignment leads to better student performance. The concept of OTL is commonly used to compare content covered, as part of the implemented curriculum, with student achievement. As such it is to be seen as a facet of the broader concept of alignment. As it comes to enhancing OTL in educational policyand practice, proactive curriculum development is compared to a more retroactive orientation. Legitimate forms of test and examination preparation belong to this retroactive orientation, and are seen as favorable conditions for optimizing OTL. This book reviews the research evidence on the effects of OTL on student achievement by means of detailed descriptions of key-empirical studies, a review of meta-analyses, a vote count syntheses of 51 empirical studies, conducted between 1995 and 2015, and a secondary analysis based on TIMSS 2011, and PISA 2012 data. It concludes that the effect size of OTL, at about .30, is modest, but comparable in size to other effectiveness-enhancing conditions in schooling. The final chapter of the book provides suggestions for educational policy and practice to further optimize OTL. This book provides a review of the effectiveness of Opportunity to Learn (OTL) operationalized as the association between OTL and student achievement. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condition: New.

Paperback. Condition: new. Paperback. This book analyzes the productivity and effectiveness of a variety of time investments in education. It explores the methods used in education to optimize the time that students are exposed to learning content. Such methods include expanding official school time, optimizing time on task, providing homework assignments, and creating learning opportunities beyond lesson hours. The book presents a review of earlier reviews and meta-analyses, secondary analyses of international data sets, and new meta-analyses concerning the effects of instruction time, homework and extended learning, beyond official school time. It explores the concept of time as a condition to enhance student achievement and discusses methodological issues in separating genuine time effects from related facets of educational quality. The book shows that the dependence of time effects on the quality of content choice and delivery raises critical questions for both researchers and policy planners. It further showsthat sophisticated research designs are required to properly assess time effects, and that policy makers should be concerned about the bluntness of time as an instrument to enhance educational productivity. The book presents a review of earlier reviews and meta-analyses, secondary analyses of international data sets, and new meta-analyses concerning the effects of instruction time, homework and extended learning, beyond official school time. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condition: New. pp. ix + 198 1st Edition.

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Paperback. Condition: New.

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PF. Condition: New.