Titlebook: Evidence and Public Good in Educational Policy, Research and Practice; Mustafa Yunus Eryaman,Barbara Schneider Book 2017 The Editor(s) (if

享樂主義者

Evidence and Public Good in Educational Policy, Research and Practice

失望昨天

Emerging from the Horizon of History. At the end of the chapter, the author analyzes how the chapter contributors in this edited volume contribute to the literature on evidence and public good, and provides recommendations for the future studies.

暖昧關(guān)系

Picks-Disease

https://doi.org/10.1057/9781137395078ies arise from the disconnection between decision-makers at policy level. It is also very demanding to generate evidence for the whole educational ecosystem that has equity and lifelong learning as its main objectives. The third issue to overcome is how to disseminate and communicate evidence to dif

靈敏

ANTI

https://doi.org/10.1007/978-3-030-54979-4otivate the use of research in schools to inform the public good. As this discussion reveals problematic assumptions and solutions, the authors propose a bi-directional model for understanding the relationship between research and practice, and highlight current efforts that support use of research

正常

https://doi.org/10.1057/9780230389717made that will impact on teachers’ practices is research on assessment practices in schools. The common good with better assessment practices is the more accurate measures of student learning and growth, resulting in students knowing better where they stand, and teachers knowing better the areas and

Femine

爭吵

https://doi.org/10.1007/978-1-4614-1165-9ort to promote appropriate use through building capacity at the local level and creating a culture of evaluation and self-reflection across the system. Peer learning networks and the engagement of a broader range of stakeholders can be powerful levers for establishing a holistic culture for the use

邪惡的你

Katie Kuschminder,Melissa Siegel Use Evidence to Make Decisions”, we review and interrogate research that investigates this phenomenon, paying special attention to effective and ineffective strategies. The chapter concludes with recommendations for pre-service and in-service development in relation to leadership and evidence use f