- About
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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 21 to 30 of 381 (0.012 seconds)| 21 |
Teachers' beliefs regarding the nature and significance of factors of individual difference among pupilsHewitt, Allan January 2003 (has links)
No description available.
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The relationship between ethos and collegiality in secondary schoolsCooper, Lionel January 2002 (has links)
No description available.
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Language attitudes and identity of adolescents learning Welsh : alternative methods of investigation and implications for educational processesMatsuyama, Akiko January 2001 (has links)
No description available.
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The role of secondary school Chairs of Governors in everyday governanceWatson, Michael Patrick January 2001 (has links)
No description available.
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Reading in a foreign language : near-beginner adolescents' experiences of reading French in English secondary schoolsErler, Lynn January 2003 (has links)
No description available.
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The making of an A-level student : a case study of learning careersNightingale, Paul January 2002 (has links)
No description available.
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Negotiating the secondary school curriculum : economics education for allJephcote, Martin J. January 2002 (has links)
No description available.
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Pupils' perceptions of target setting in a secondary school : a multiple case studyDagley, Valerie January 2003 (has links)
No description available.
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What makes the staff tick? : a study of the cuilture within which the staff at East Saxon worked : 1998-2001Hardman, John January 2003 (has links)
No description available.
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Value added : from policy to classroom practiceRogers, Stephen G. January 2002 (has links)
Using a case-study methodology, this thesis enquires into the development of value-added from policy to classroom practice in a comprehensive school in the North of England. The study is unique in that it examines the work of teachers in relation to policy with a special focus on the extent to which value-added measures can be used to inform an understanding of what is going on at classroom level. It not only links quantitative and qualitative research paradigms, but does so at a level that has received relatively little attention and at a dramatic juncture in the history of teachers' professional lives. A literature survey shows that although originally conceived as a research tool, value-added was subsequently 'adopted' by secondary schools principally in response to government-imposed 'league tables'. A national value-added scheme has yet to be developed but, in a shift of policy, the government now promotes the use of value-added measures in the new Threshold Assessments of teachers. Value-added data for core subjects for seven years have been analysed at class level. Pupils in 'top' sets on average obtain positive residuals whilst in 'bottom' sets they are mostly negative. It is shown that this is partly a statistical artefact and therefore not a true reflection of teacher effectiveness. However, when teachers are interviewed they frequently reveal positive attitudes towards upper sets and the opposite with the lower ones. When value-added scores are considered alongside teacher interview data there are cases where residuals might be indicative of teacher performance but there are no universal patterns. Although there are some indications that pedagogical practice and teachers' backgrounds are linked with the performance of classes, it is concluded that the use of value-added data in the Threshold Assessment of teachers is flawed. Suggestions are made for further research including the use of value-added measures at classroom level.
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