The Primary Schools Equal Opportunity Questionnaire

Leading researchers from the United States and Europe report on new findings on the effect of education on equal opportunity, using economic and statistical techniques to assess the results of education policy reform in countries including the United States, Britain, Sweden, Germany, and Italy. Much educational research today is focused on assessing reforms that are intended to create equal opportunity for all students. Many current policies aim at concentrating extra resources on the disadvantaged. The state-of-the-art research in Schools and the Equal Opportunity Problem suggests, however, that even sizeable differential spending on the disadvantaged will not yield an equality of results. In this CESifo volume, leading scholars from the United States and Europe use the tools of economics to assess the outcome of efforts to solve education's equal opportunity problem in a range of countries, including the United States, Britain, Germany, Sweden, and Italy. The evidence shows some routes for advancement--testing with high performance standards, for example, and well-designed school choice--but also raises considerable doubts about whether many current school policies are effective in dramatically altering the opportunity structure. The evidence presented also calls into question the idea that causal peer effects are very strong. The contributors examine such topics as the link between education and parental income, the problematic past research on peer effects, tracking, the distribution of educational outcomes, human capital policy aimed at disadvantaged students, and private/public school choice. The research suggests that achieving universal primary and secondary education is both urgently needed and feasible. Will the international community commit the necessary economic, human, and political resources? The challenge, say the editors, is "as inspiring and formidable... as any extraterrestrial adventures--and far more likely to enrich and improve life on earth."

First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1990. Central to the vision of teachers researching their own practice was the belief that the improvement of teaching and learning in schools could best be achieved through the development of the critical and creative powers of individual teachers. The research studies in this book, which reflect and extend that vision, serve as accounts of the learning experiences of a group of practitioner researchers. The book has two closely interrelated purposes. The first is to provide information and ideas on the areas of the formal and hidden curriculum into which the practitioners enquired. The second purpose is to provide methodological ideas and assistance for those already engaged in practitioner research and to motivate others to seek an opportunity to undertake some form of research-based enquiry. The two purposes are closely interrelated because of the value the contributors ascribe to taking a research stance to teaching.

SGN. The Ebook MPPEB Primary School Teacher Eligibility Test: Child Development And Educational Pedagogy Ebook-PDF Covers Objective Questions From Various Similar Exams With Answers.

Drawing upon extensive research, David Galloway and Anne Edwards analyse the increasing pressures on teachers from the national curriculum and other recent legislation. They look carefully at childrens' learning and behavioural difficulties and show how educational psychology can extend our understanding of teacher's day-to-date work in the classroom. Primary Teaching and Educational Psychology is a refreshing and at times controversial examination of primary teaching and the application of educational psychology. It will be essential reading for trainee teachers and will stimulate more experienced teachers to re-evaluate their current practices.

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A valuable, reflective resource for primary teachers considering classroom observations and giving feedback, this book and DVD pack present recordings of six experienced primary teachers in action, together with clear commentary and analysis. The commentary draws on the Hay McBer report 'A Model of Teacher Effectiveness' (DfES 2000). The pack provides direct links to performance management and cross reference to the teaching standards. It can be used to assist the interviewer and interviewee following classroom observations by giving a focus for meaningful discussions and shared professional language. The resource can be used during school INSET, at home by individual teachers wishing to review their own approach to teaching, by NQTs, and by training colleges and ITT and GTP students.