LEADER 00958nam a2200253 i 4500 001 991002591199707536 005 20020508202837.0 008 970419s1963 us ||| | eng 035 $ab11032522-39ule_inst 035 $aPARLA165584$9ExL 040 $aDip.to Filol. Class. e Med.$bita 082 0 $a873.01 100 1 $aPrescott, Henry W.$0200959 245 14$aThe development of Virgil's art /$cby Henry W. Prescott 260 $aNew York :$bRussell and Russell,$c1963 300 $aXI, 490 p. ;$c22 cm. 500 $aFacs. dell'ed.: University of Chicago, c1927. 650 4$aVirgilio Marone, Publio$xSaggio critico 907 $a.b11032522$b21-09-06$c28-06-02 912 $a991002591199707536 945 $aLE007 870.1 Vergilius PRE 01.501$g1$i2007000010860$lle007$o-$pE0.00$q-$rl$s- $t0$u1$v1$w1$x0$y.i11153878$z28-06-02 996 $aDevelopment of Virgil's art$9529691 997 $aUNISALENTO 998 $ale007$b01-01-97$cm$da $e-$feng$gus $h4$i1 LEADER 04134oam 2200637I 450 001 9910954400303321 005 20251116145019.0 010 $a1-135-71373-1 010 $a1-135-71374-X 010 $a1-280-40246-6 010 $a0-585-46053-1 010 $a0-203-20925-7 024 7 $a10.4324/9780203209257 035 $a(CKB)1000000000007087 035 $a(SSID)ssj0000308946 035 $a(PQKBManifestationID)11239687 035 $a(PQKBTitleCode)TC0000308946 035 $a(PQKBWorkID)10258078 035 $a(PQKB)10394860 035 $aebr2003814 035 $a(MiAaPQ)EBC165778 035 $a(Au-PeEL)EBL165778 035 $a(CaPaEBR)ebr10070687 035 $a(CaONFJC)MIL40246 035 $a(OCoLC)52741331 035 $a(EXLCZ)991000000000007087 100 $a20180331d1998 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aSchool effectiveness for whom? $echallenges to the school effectiveness and school improvement movements /$fedited by Roger Slee and Gaby Weiner with Sally Tomlinson 205 $a1st ed. 210 1$aLondon ;$aBristol, Pa. :$cFalmer Press,$d1998. 215 $avi, 197 p 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a0-7507-0669-4 311 08$a0-7507-0670-8 320 $aIncludes bibliographical references and index. 327 $gChapter 1$tIntroduction: School Effectiveness for Whom? /$rRoger Slee --$gPart I:$tSetting the Debates --$gChapter 2$tThe Idols of the Market Place /$rDavid Hamilton --$gChapter 3$tCultures of Blame and Redemption When Empowerment Becomes Control: Practitioners Views of the Effective Schools Movement /$rJoe Rea --$gChapter 4$tThe Tyranny of the International Horse Race /$rMargaret Brown --$gPart II:$tTheorizing the Debates --$gChapter 5$tModels of Effective Schools: Limits and Capabilities /$rHugh Lauder --$gChapter 6$tEducational Studies, Policy Entrepreneurship and Social Theory /$rStephen J.Ball --$gChapter 7$tSchool Effects in Postmodern Conditions /$rBob Lingard --$gChapter 8$tHigh Reliability Organizations and Liability Students The Politics of Recognition /$rRoger Slee --$gPart III:$tExperiencing the Impacts of School Effectiveness Research and the School Improvement Movement --$gChapter 9$tRealizing the Mission: Catholic Approaches to School Effectiveness /$rGerald Grace --$gChapter 10$tEffective Teachers for Effective Schools /$rIan Hextall --$gChapter 11$tA Tale of Two Schools in One City: Foxwood and Cross Green /$rBob Spooner --$gChapter 12$tA Tale of One School in One City: Hackney Downs /$rSally Tomlinson --$gChapter 13$tThe Utility of Qualitative Research for Influencing Policy and Practice on School Effectiveness /$rSheila Riddell. 330 $aSchool effectiveness research together with what is now described as the 'school improvement movement' (Barber, 1996) has captured both the Conservative and New Labour imaginations as a basis for educational planning and policy making in the UK. Internationally school effectiveness enjoys and expanding and enthusiastic audience. This book provides a critique of this research genre, particularly in the light of the recent calls for teaching to go 'back to the basics'. The editors argue that this school effectiveness research is simplistic in its analysis of educational problems. Far from getting to the bottom of the problem of failing students and schools, they argue, these 'movements' are merely scratching at the surface of the problems and coming up with notions for superficial improvements. 606 $aSchool improvement programs$zGreat Britain 606 $aSchool management and organization$zUnited States 615 0$aSchool improvement programs 615 0$aSchool management and organization 676 $a371.200941 701 $aSlee$b Roger$01165967 701 $aWeiner$b Gaby$0166658 701 $aTomlinson$b Sally$0783889 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910954400303321 996 $aSchool effectiveness for whom$94483655 997 $aUNINA