Self-Evaluation in the Global Classroom
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Product Details
Author:
John MacBeath, Hidenori Sugimine
Format:
Paperback
Pages:
254
Publisher:
Taylor & Francis (October 24, 2002)
Language:
English
ISBN-13:
9780415258265
ISBN-10:
041525826X
Weight:
16.625oz
Dimensions:
6.125" x 9.1875"
File:
TAYLORFRANCIS-TayFran_260124055354119-20260124.xml
Folder:
TAYLORFRANCIS
List Price:
$68.99
Case Pack:
32
As low as:
$65.54
Publisher Identifier:
P-CRC
Discount Code:
H
Audience:
College/higher education
Country of Origin:
United States
Pub Discount:
30
Imprint:
Routledge
Overview
Self-evaluation is going global. This book describes what happened when teams of school students from across the world embarked on the trip of a lifetime to explore the school lives of their international contemporaries.
The students involved in The Learning School project used a variety of tools to evaluate the learning, motivation and self-evaluation abilities of school students in the UK, Sweden, Japan, Germany, the Czech Republic, South Africa and South Korea. From the easy freedom of the Swedish school to the highly structured day in the Czech Republic, this study shows that success and effectiveness in education really is in the eye of the beholder.
The results of this study have significant implications for school leaders and managers, policy makers and academics, and all those concerned with school improvement. This lively and accessible book makes intriguing and important reading, raising fundamental questions about how we judge quality and effectiveness in teaching and learning.
The students involved in The Learning School project used a variety of tools to evaluate the learning, motivation and self-evaluation abilities of school students in the UK, Sweden, Japan, Germany, the Czech Republic, South Africa and South Korea. From the easy freedom of the Swedish school to the highly structured day in the Czech Republic, this study shows that success and effectiveness in education really is in the eye of the beholder.
The results of this study have significant implications for school leaders and managers, policy makers and academics, and all those concerned with school improvement. This lively and accessible book makes intriguing and important reading, raising fundamental questions about how we judge quality and effectiveness in teaching and learning.
