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Record Nr. |
UNINA9910808312203321 |
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Autore |
Barton Elizabeth A. |
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Titolo |
Bully prevention : tips and strategies for school leaders and classroom teachers / / Elizabeth A. Barton |
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Pubbl/distr/stampa |
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Thousand Oaks, Ventura County, California : , : Corwin Press, , 2006 |
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©2006 |
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ISBN |
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1-4522-9940-4 |
1-4522-7738-9 |
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Edizione |
[Second edition.] |
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Descrizione fisica |
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1 online resource (140 p.) |
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Disciplina |
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Soggetti |
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Bullying in schools - Prevention |
Bullying - Prevention |
School violence |
Aggressiveness in children |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Contents; Preface; Publisher's Acknowledgments; About the Author; Chapter 1 - The Bully, Victim, and Witness Relationship Defined; Chapter 2 - Origins of Bully-Victim-Witness Behavior; Chapter 3 - Implementing the Schoolwide Anti-Bullying Program; Chapter 4 - Strategies for Managing and Preventing Bullying Behavior in the Classroom; Chapter 5 - Strategies for Intervention; Chapter 6 - Evaluating Anti-Bullying Initiatives; Chapter 7 - Legislation Regarding Bullying Behavior; References; Index |
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2. |
Record Nr. |
UNINA9910418299003321 |
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Titolo |
School Peer Review for Educational Improvement and Accountability : Theory, Practice and Policy Implications / / edited by David Godfrey |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 |
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ISBN |
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Edizione |
[1st ed. 2020.] |
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Descrizione fisica |
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1 online resource (299 pages) : illustrations |
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Collana |
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Accountability and Educational Improvement, , 2509-3339 |
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Disciplina |
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Soggetti |
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Educational tests and measurements |
School management and organization |
International education |
Comparative education |
Education and state |
Assessment and Testing |
Organization and Leadership |
International and Comparative Education |
Educational Policy and Politics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Introduction -- Part I: The emergence and growth of school peer review -- Chapter 1. From external evaluation, to school self-evaluation, to peer review (David Godfrey) -- Part II: Supplementing the regional or national accountability system -- Chapter 2. Peer reviews as a complement to system reviews in Queensland (Chris Diamond & Anetta Kowalkiewicz) -- Chapter 3. ‘Layering’ peer enquiry as a system change strategy: some lessons from Wales (Mark Hadfield and Mel Ainscow) -- Part III: Peer reviews in the context of high stakes’ accountability. Intended and unintended consequences -- Chapter 4. Self-policing or self-improving? Analysing peer reviews between schools in England through the lens of isomorphism (Toby Greany) -- Chapter 5. Case study of the National Association of Head Teachers’ ‘Instead’ Peer review in England (David Godfrey and Melanie Ehren) -- Part IV: Peer |
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review in unfamiliar national contexts: successes and challenges -- Chapter 6. Bulgaria: Peer Review Network Of Schools. Lessons From Innovative Practice In Bulgaria (Rossitsa Simeonova and Yonka Parvanova) -- Chapter 7. Peer review in Czech education: a recognized but somewhat neglected tool for school development (Stanislav Michek, Martin Chvál and Milan Pol) -- Part V: Peer review within school improvement partnerships -- Chapter 8. Challenge Partners Peer Review (George Berwick) -- Chapter 9. The Education Development Trust’s Schools Partnership Program (Andrew Ettinger, John Cronin and Maggie Farrar) -- Part VI: Participatory evaluation approaches to peer review -- Chapter 10. Empowering principals in peer review: the value of an empowerment evaluation approach for educational improvement (Kerrie Ikin) -- Chapter 11. Research-Informed Peer Review (David Godfrey and Karen Spence-Thomas) -- Chapter 12. Changing school leaders’ conversations about teaching and learning through a peer review process implemented in nine public schools in Chile (Mónica Cortez Muñoz, Fabián Campos, Carmen Montecinos, Jorge Rojas, Marcela Peña, Jorge Gajardo, Jorge Ulloa & Charles Albornoz) -- Part VII: Synthesis and discussion -- Chapter 13. Evaluation theory and peer review. Practice, policy and research implications (David Godfrey). |
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Sommario/riassunto |
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This book explores how peer reviews are used in school improvement, accountability and education system reform. Importantly, these issues are studied through numerous international cases and new empirical evidence. This volume also identifies and describes barriers and facilitators to the development, use, sustainability and expansion of school peer review. School peer reviews are a form of internal evaluation driven by schools themselves rather than externally imposed, such as with school inspections. Schools collaborate with other schools in networks, collect data through self-evaluation and in school review visits. They provide feedback, challenge and support to each other. Despite the increased use of school peer review in system reform and school improvement, very little research has been conducted on this model and there is a dearth of literature that looks at the phenomenon internationally. This book fills this gap and will be an invaluable source for academics in school leadership and educational evaluation and accountability, as well as those working at the level of executive leadership in school networks, NGOs and in government policy-making. |
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