Literaturnachweis - Detailanzeige
| Autor/inn/en | Earl, Lorna; Levin, Ben; Leithwood, Ken; Fullan, Michael; Watson, Nancy |
|---|---|
| Institution | Ontario Inst. for Studies in Education, Toronto.; Department for Education and Skills, London (England). |
| Titel | OISE/UT Evaluation of the Implementation of the National Literacy and Numeracy Strategies. Second Annual Report. Watching & Learning 2. |
| Quelle | (2001), (107 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; British National Curriculum; Educational Change; Educational Policy; Elementary Education; Foreign Countries; Literacy; Numeracy; Program Evaluation; Program Implementation |
| Abstract | This, the second of three annual reports by the Ontario Institute for Studies in Education (OISE), continues to track central policy and developments in the implementation of the British National Literacy and Numeracy Strategies (NLS and NNS). The report considers value for money in their funding and on the perception and experience of the Strategies in schools. Six notable areas of the Strategies success have been identified: (1) Breadth of influence on teaching and learning; (2) Adaptation within a clear vision; (3) Value for Money; (4) Institutionalisation of a national infrastructure; (5) Policy coherence; and (6) Balancing pressure and support. The proportion of students achieving the expected levels on Key Stage 2 national assessments remains the most visible public indicator of the success of the Strategies, although considerable other relevant data is available and increasingly used. The question of sustainability has emerged throughout the evidence--how to embed the reforms so that improvement continues when NLS and NNS are no longer the center of the educational agenda. England is in a period of massive renewal of the teaching profession. The next phase of NLS and NNS reform is crucial because it involves first, deepening the teaching practices in classrooms and schools, second, ensuring that other areas of the curriculum are progressing apace and, third, attending to what are called the generic aspects of the broader structure of the profession. (Contains 63 references.) (NKA) |
| Anmerkungen | Department for Education and Skills (DfES), PROLOG, P.O. Box 5050, Sherwood Park, Annesley, Notts NG15 0DJ. Tel: 0845 6022260; Fax: 0845 6033360; e-mail: dfes@prolog.uk.com. For full text: http://www.standards.dfee.gov.uk/literacy/publications/?pub_id=530&top_id=0&art_id=0. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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