Enhancing Educational Excellence, Equity and Efficiency: by Roel J. Bosker, Bert P.M. Creemers, Sam Stringfield

By Roel J. Bosker, Bert P.M. Creemers, Sam Stringfield

Selling excessive criteria in schooling whereas striving for equivalent possibilities below the price range constraints - those are the hot international ambitions of schooling structures.
This e-book brings jointly research-based facts at the effectiveness of significant Australian, Dutch, and united kingdom development efforts in schooling at either fundamental and secondary point, when making comparisons with related US projects. The ebook addresses a number of significant questions in this new atmosphere. these questions contain: tips to strive against academic risks, the way to combine scholars with specified academic wishes in average schooling, the way to enforce academic criteria projects, the best way to restructure secondary schooling, the way to enforce decentralized policy-making, and the way to enforce a category measurement aid initiative? ultimately, the authors recommend instructions for destiny study so as to raise our figuring out of what works in schooling and why.

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7% did receive less than one extra teacher. 25-pupils on average did not receive more than one extra teacher. 90-pupils on average received more than three extra teachers. It is therefore legitimate to conclude that the staffing component of the EPP in essence was an ethnic minority policy. The assigning of the weighting factors has come about on the basis of the assumed extent of educational disadvantage in combination with the amount of available financial resources. The EPP in essence was a facilities policy.

7% did receive less than one extra teacher. 25-pupils on average did not receive more than one extra teacher. 90-pupils on average received more than three extra teachers. It is therefore legitimate to conclude that the staffing component of the EPP in essence was an ethnic minority policy. The assigning of the weighting factors has come about on the basis of the assumed extent of educational disadvantage in combination with the amount of available financial resources. The EPP in essence was a facilities policy.

From 46 Driessen & Mulder the analysis of the implementation phase of the EPP it is possible to conclude that this in general went well (Verhaak & Brandsma, 1991). In so far that it is possible to check this, the policy instruments were used correctly from an administrative point of view. The interaction between the government officials on the one hand and the schools and areas on the other can be characterized as 'constructive co-operation' . As far as the staffing component is concerned, it has been established that this yields relatively few additional staffing places for most schools, including many schools with a high percentage of EPP-pupils.

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