The Emerald handbook of evidence-informed practice in education : learning from International Contexts

Across many countries, national, federal and district level governments are increasingly pursuing approaches to school improvement that seek to achieve so-called 'bottom-up' change. That is, improvements to teaching and learning that are generated by teachers, and subsequently shared horiz...

Full description

Saved in:
Bibliographic Details
Main Authors Brown, Chris (Author), Malin, Joel R. (Author)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K. : Emerald Publishing Limited, 2022.
Subjects
Educational innovations.
Education and state.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781800431430
DOI10.1108/9781800431416
Physical Description1 online resource (424 pages)

Cover

Table of Contents:
  • Introduction: What can be learned from international contexts about how to foster evidence-informed practice? / Chris Brown and Joel R. Malin
  • Part 1. Hierarchist systems
  • Chapter 1. Evidence-based practices in u.s. Schools: The california context / Elizabeth Zumpe
  • Chapter 2. Teachers' use of evidence to inform practice: Examining cohesion, regulation, and accountability in california / Amanda Datnow, Hayley Weddle, and Marie Lockton
  • Chapter 3. Navigating between cohesion and bureaucracy: The catalan way of evidence-informed educational practice / Georgeta Ion, Cecilia Inés Suárez, and Anna DíazVicario
  • Chapter 4. Evidence-informed teaching in England / Mike Coldwell
  • Chapter 5. Evidence-informed practice in the context of the republic of Ireland / Gavin Murphy and Martin Brown
  • Chapter 6. Multi-stakeholder networks and evidence-informed practice in education: A case fromOntario / Stephen MacGregor and Amanda Cooper
  • Chapter 7. The hierarchist way of school development in Sweden / Ulf Blossing
  • Chapter 8. Evidence-informed teaching practice in the united arab emirates / Tasneem Amatullah and David R. Litz
  • Part 2. Fatalist systems
  • Chapter 9. Evidence-informed practice in australian education / Joanne Gleeson, Mark Rickinson, Lucas Walsh, Mandy Salisbury, and Connie Cirkony
  • Chapter 10. Collaboratively navigating a competitive system: A systematic literature review of teachers' evidence use in chile / Mauricio Pino-Yancovic and Álvaro González
  • Chapter 11. Evidence-informed practice of standardized assessments: The case of chile / Lucas Silva, Johana Contreras, and Jorge Manzi
  • Chapter 12. Evidence-informed practice in Denmark / Lars Qvortrup
  • Chapter 13. The engagement of teachers and school leaders with data, evidence and research in Germany / Jana Groß Ophoff and Colin Cramer
  • Chapter 14. Evidence-informed practice in massachusetts (usa): A systems-level analysis / Joel R. Malin and Kendra Winner
  • Chapter 15. Teacher accreditation in new south Wales, australia: The cave of wonders for evidence-informed practice / Alexandra Harper
  • Chapter 16. Evidence-informed practice in South African schools: An examination of enabling and constraining factors / Robyn Whittaker, Kathija Yassim, and Latoya Njokwe
  • Part 3. Individualist systems
  • Chapter 17. Drivers and obstacles for evidence-informed practice in an autonomous and decentralized educational system: Belgium / Kristin Vanlommel
  • Chapter 18. Teaching and learning in hong kong higher education / Ka Ho Mok and Weiyan Xiong
  • Chapter 19. Evidence-informed practice in Italian education / Monica E. Mincu and Sara Romiti
  • Chapter 20. Switzerland the individualist - a classification with some colorings / Enikö Zala-Mezö and Egli Johanna
  • Part 4. Egalitarian systems
  • Chapter 21. Evidence-informed practice in austrian education / Livia Jesacher-Roessler and David Kemethofer
  • Chapter 22. The uptake of evidence on policy development and school improvement in cyprus / Christina Chinas
  • Chapter 23. Influence of evidence-informed practice on teacher's professional identity and leadership in Japan / Wakio Oyanagi
  • Chapter 24. Evidence-informed practice in new zealand / Mei Kuin Lai and Claire Sinnema
  • Chapter 25. Using evidence-informed practice in primary school improvement in an under-achieving school system: A case study in sierra leone / Miriam Mason and David Galloway.

Similar Items