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The Declaration that emerged asserts that achieving the aims of ‘quality education and… improv [ed] learning outcomes… require [s]... strengthening inputs, processes and evaluation of [education] outcomes and mechanisms to measure progress’ (UNESCO, 2015, paragraph 9).
• Change is context-speciic and therefore requires constant adaptaion, data collecion, and learning (Bryk et al., 2015). • Focusing on a series of small changes, combined with ongoing evidence collecion and review, can lead to
The findings classify three types of organizations engaged in continuous improvement: those focused on instructional improvement at the classroom level; those concentrating on system-wide improvement; and those addressing collective impact. Each type is described in turn and illustrated by an organizational case study.
13 sie 2012 · Past and contemporary scholars have emphasized the importance of job-embedded, systematic instructional inquiry for educators. A recent review of the literature highlights four key features shared by several well documented inquiry approaches for classroom teachers.
The purpose of this chapter is to provide an introduction to educational design research as a research approach suitable to address complex problems in educational practice for which no clear guidelines for solutions are available.
29 paź 2021 · Using a mixed methods sequential explanatory research design, this paper aimed to investigate academics’ knowledge and understanding of the structure of continuous assessment and its application in supporting students’ learning experiences at a South African University of Technology.
1 gru 2023 · In this paper, we have proposed a theory-informed model that can serve as such a conceptual framework. The model advances existent LS models by adopting an IMOI-structure and outlining concrete inputs, mediating mechanisms, and two types of outcomes that develop over time.
