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Aging, neuropsychology and cognition
| Aging, neuropsychology and cognition |
| Pubbl/distr/stampa | Lisse, : Swets & Zeitlinger, 1997- |
| ISSN | 1744-4128 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNICAMPANIA-VAN0262902 |
| Lisse, : Swets & Zeitlinger, 1997- | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Vanvitelli | ||
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Aging, neuropsychology, and cognition
| Aging, neuropsychology, and cognition |
| Pubbl/distr/stampa | Lisse, : Swets & Zeitlinger, 1996- |
| Descrizione fisica | volumi : ill. ; 28 cm |
| ISSN | 1382-5585 |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNICAMPANIA-VAN0056556 |
| Lisse, : Swets & Zeitlinger, 1996- | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Vanvitelli | ||
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Commemorative studies in honor of Theodore Leslie Shear
| Commemorative studies in honor of Theodore Leslie Shear |
| Edizione | [rist. anast.] |
| Pubbl/distr/stampa | Amsterdam : Swets & Zeitlinger, 1975 |
| Descrizione fisica | XVI, 433 p. : ill. ; 29 cm |
| Soggetto (Persona) | Shear, Shear, Theodore Leslie |
| Soggetto topico | Archeologia - Studi |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-990001500430203316 |
| Amsterdam : Swets & Zeitlinger, 1975 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
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Die altenglischen Saugetiernamen / zusammengestellt und erlautert von Richard Jordan
| Die altenglischen Saugetiernamen / zusammengestellt und erlautert von Richard Jordan |
| Autore | JORDAN, Richard |
| Pubbl/distr/stampa | Amsterdam, : Swets & Zeitlinger, 1967 |
| Descrizione fisica | XII, 212 p. ; 23 cm. |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Record Nr. | UNIOR-UON00497530 |
JORDAN, Richard
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| Amsterdam, : Swets & Zeitlinger, 1967 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. L'Orientale | ||
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Die Miniaturen des Vergilius Vaticanus / Dr. J. De Wit
| Die Miniaturen des Vergilius Vaticanus / Dr. J. De Wit |
| Autore | Wit, Jan de |
| Pubbl/distr/stampa | Amsterdam : Swets & Zeitlinger, 1959 |
| Descrizione fisica | 216 p., 40 tav. ; 32 cm |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Record Nr. | UNINA-990005443130403321 |
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Wit, Jan de
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| Amsterdam : Swets & Zeitlinger, 1959 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Educational evaluation, assessment, and monitoring [[electronic resource] ] : a systemic approach / / Jaap Scheerens, Cees Glas, Sally M. Thomas
| Educational evaluation, assessment, and monitoring [[electronic resource] ] : a systemic approach / / Jaap Scheerens, Cees Glas, Sally M. Thomas |
| Autore | Scheerens J (Jaap) |
| Pubbl/distr/stampa | Lisse [Netherlands] ; ; Exton, PA, : Swets & Zeitlinger, c2003 |
| Descrizione fisica | 1 online resource (461 p.) |
| Disciplina | 379.158 |
| Altri autori (Persone) |
GlasCees A. W
ThomasSally, Dr. |
| Collana | Contexts of learning : classrooms, schools and society |
| Soggetto topico |
Educational evaluation
Educational tests and measurements |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-29045-5
9786610290451 0-203-97105-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Educational Evaluation, Assessment, and Monitoring: A Systemic Approach; Copyright; Contents; Preface; Part 1: Basic Concepts; Chapter 1. Monitoring and Evaluation (M&E) in Education: Concepts, Functions and Context; 1.1 Introduction; 1.2 Why Do We Need Monitoring and Evaluation in Education?; 1.3 A Conceptual Framework to Distinguish Technical Options in Educational M&e; 1.4 Pre-Conditions in Educational M&e; 1.5 Conclusion: Why Speak of "Systemic Educational Evaluation"?; Chapter 2. Basics of Educational Evaluation; 2.1 Introduction; 2.2 Basics of Evaluation Methodology
2.2.1 Evaluation Objects, Criteria and Standards2.2.2 Measurement of Criteria and Antecedent Conditions; 2.2.3 Controlling for Background Variables (Value Added); 2.2.4 Design: Answering the Attribution Question; 2.3 Important Distinctions in Evaluation Theory; 2.3.1 Ideal-Type Stages in Evaluation; 2.3.2 Formative and Summative Roles; 2.3.3 Accountability and Improvement Perspectives Reconsidered; Chapter 3. Schematic Description of 15 Types of Educational Evaluation; 3.1 Introduction; 3.2 Forms That Are Based on Student Achievement Measurement; 3.2.1 National Assessment Programs 3.2.2 International Assessment Programs3.2.3 School Performance Reporting; 3.2.4 Student Monitoring Systems; 3.2.5 Assessment-Based School Self Evaluation; 3.2.6 Examinations; 3.3 Forms That Are Based on Education Statistics and Administrative Data; 3.3.1 System Level Management Information Systems; 3.3.2 School Management Information Systems; 3.4 Forms That Are Based on Systematic Review, Observations and (Self)-Perceptions; 3.4.1 International Review Panels; 3.4.2 School Inspection/supervision; 3.4.3 School Self-Evaluations, Including Teacher Appraisal; 3.4.4 School Audits 3.4.5 Monitoring and Evaluation as Part of Teaching3.5 Program Evaluation and Teacher Evaluation; 3.5.1 Program Evaluation; 3.5.2 Teacher Evaluation; Part 2: Theoretical Foundations of Systemic M&e; Chapter 4. The Political and Organizational Context of Educational Evaluation; 4.1 Introduction; 4.2 Rationality Assumptions Concerning the Policy-Context of Evaluations; 4.3 Gearing Evaluation Approach to Contextual Conditions the Case of Educational Reform Programs; 4.3.1 Phase Models; 4.3.2 Articulation of the Decision-Making Context 4.3.3 Monitoring and Evaluation in Functionally Decentralized Education Systems4.4 Creating Pre-Conditions for M&e; 4.4.1 Political Will and Resistance; 4.4.2 Institutional Capability for M&e; 4.4.3 Organizational and Technical Capacity for M&e; 4.5 Conclusion: Matching Evaluation Approach to Characteristics of the Reform Program, Creating Pre-Conditions and Choosing an Overall Strategy for Systemic M&e; Chapter 5. Evaluation as a Tool for Planning and Management at School Level; 5.1 Introduction; 5.2 The Rationality Paradigm Reconsidered; 5.2.1 Synoptic Planning and Bureaucratic Structuring 5.2.2 Creating Market Mechanisms: Alignment of Individual and Organizational Rationality |
| Record Nr. | UNINA-9910450065803321 |
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Scheerens J (Jaap)
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| Lisse [Netherlands] ; ; Exton, PA, : Swets & Zeitlinger, c2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Educational evaluation, assessment, and monitoring [[electronic resource] ] : a systemic approach / / Jaap Scheerens, Cees Glas, Sally M. Thomas
| Educational evaluation, assessment, and monitoring [[electronic resource] ] : a systemic approach / / Jaap Scheerens, Cees Glas, Sally M. Thomas |
| Autore | Scheerens J (Jaap) |
| Pubbl/distr/stampa | Lisse [Netherlands] ; ; Exton, PA, : Swets & Zeitlinger, c2003 |
| Descrizione fisica | 1 online resource (461 p.) |
| Disciplina | 379.158 |
| Altri autori (Persone) |
GlasCees A. W
ThomasSally, Dr. |
| Collana | Contexts of learning : classrooms, schools and society |
| Soggetto topico |
Educational evaluation
Educational tests and measurements |
| ISBN |
1-280-29045-5
9786610290451 0-203-97105-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Educational Evaluation, Assessment, and Monitoring: A Systemic Approach; Copyright; Contents; Preface; Part 1: Basic Concepts; Chapter 1. Monitoring and Evaluation (M&E) in Education: Concepts, Functions and Context; 1.1 Introduction; 1.2 Why Do We Need Monitoring and Evaluation in Education?; 1.3 A Conceptual Framework to Distinguish Technical Options in Educational M&e; 1.4 Pre-Conditions in Educational M&e; 1.5 Conclusion: Why Speak of "Systemic Educational Evaluation"?; Chapter 2. Basics of Educational Evaluation; 2.1 Introduction; 2.2 Basics of Evaluation Methodology
2.2.1 Evaluation Objects, Criteria and Standards2.2.2 Measurement of Criteria and Antecedent Conditions; 2.2.3 Controlling for Background Variables (Value Added); 2.2.4 Design: Answering the Attribution Question; 2.3 Important Distinctions in Evaluation Theory; 2.3.1 Ideal-Type Stages in Evaluation; 2.3.2 Formative and Summative Roles; 2.3.3 Accountability and Improvement Perspectives Reconsidered; Chapter 3. Schematic Description of 15 Types of Educational Evaluation; 3.1 Introduction; 3.2 Forms That Are Based on Student Achievement Measurement; 3.2.1 National Assessment Programs 3.2.2 International Assessment Programs3.2.3 School Performance Reporting; 3.2.4 Student Monitoring Systems; 3.2.5 Assessment-Based School Self Evaluation; 3.2.6 Examinations; 3.3 Forms That Are Based on Education Statistics and Administrative Data; 3.3.1 System Level Management Information Systems; 3.3.2 School Management Information Systems; 3.4 Forms That Are Based on Systematic Review, Observations and (Self)-Perceptions; 3.4.1 International Review Panels; 3.4.2 School Inspection/supervision; 3.4.3 School Self-Evaluations, Including Teacher Appraisal; 3.4.4 School Audits 3.4.5 Monitoring and Evaluation as Part of Teaching3.5 Program Evaluation and Teacher Evaluation; 3.5.1 Program Evaluation; 3.5.2 Teacher Evaluation; Part 2: Theoretical Foundations of Systemic M&e; Chapter 4. The Political and Organizational Context of Educational Evaluation; 4.1 Introduction; 4.2 Rationality Assumptions Concerning the Policy-Context of Evaluations; 4.3 Gearing Evaluation Approach to Contextual Conditions the Case of Educational Reform Programs; 4.3.1 Phase Models; 4.3.2 Articulation of the Decision-Making Context 4.3.3 Monitoring and Evaluation in Functionally Decentralized Education Systems4.4 Creating Pre-Conditions for M&e; 4.4.1 Political Will and Resistance; 4.4.2 Institutional Capability for M&e; 4.4.3 Organizational and Technical Capacity for M&e; 4.5 Conclusion: Matching Evaluation Approach to Characteristics of the Reform Program, Creating Pre-Conditions and Choosing an Overall Strategy for Systemic M&e; Chapter 5. Evaluation as a Tool for Planning and Management at School Level; 5.1 Introduction; 5.2 The Rationality Paradigm Reconsidered; 5.2.1 Synoptic Planning and Bureaucratic Structuring 5.2.2 Creating Market Mechanisms: Alignment of Individual and Organizational Rationality |
| Record Nr. | UNINA-9910783616003321 |
|
Scheerens J (Jaap)
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| Lisse [Netherlands] ; ; Exton, PA, : Swets & Zeitlinger, c2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Educational evaluation, assessment, and monitoring [[electronic resource] ] : a systemic approach / / Jaap Scheerens, Cees Glas, Sally M. Thomas
| Educational evaluation, assessment, and monitoring [[electronic resource] ] : a systemic approach / / Jaap Scheerens, Cees Glas, Sally M. Thomas |
| Autore | Scheerens J (Jaap) |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Lisse [Netherlands] ; ; Exton, PA, : Swets & Zeitlinger, c2003 |
| Descrizione fisica | 1 online resource (461 p.) |
| Disciplina | 379.158 |
| Altri autori (Persone) |
GlasCees A. W
ThomasSally, Dr. |
| Collana | Contexts of learning : classrooms, schools and society |
| Soggetto topico |
Educational evaluation
Educational tests and measurements |
| ISBN |
1-280-29045-5
9786610290451 0-203-97105-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Educational Evaluation, Assessment, and Monitoring: A Systemic Approach; Copyright; Contents; Preface; Part 1: Basic Concepts; Chapter 1. Monitoring and Evaluation (M&E) in Education: Concepts, Functions and Context; 1.1 Introduction; 1.2 Why Do We Need Monitoring and Evaluation in Education?; 1.3 A Conceptual Framework to Distinguish Technical Options in Educational M&e; 1.4 Pre-Conditions in Educational M&e; 1.5 Conclusion: Why Speak of "Systemic Educational Evaluation"?; Chapter 2. Basics of Educational Evaluation; 2.1 Introduction; 2.2 Basics of Evaluation Methodology
2.2.1 Evaluation Objects, Criteria and Standards2.2.2 Measurement of Criteria and Antecedent Conditions; 2.2.3 Controlling for Background Variables (Value Added); 2.2.4 Design: Answering the Attribution Question; 2.3 Important Distinctions in Evaluation Theory; 2.3.1 Ideal-Type Stages in Evaluation; 2.3.2 Formative and Summative Roles; 2.3.3 Accountability and Improvement Perspectives Reconsidered; Chapter 3. Schematic Description of 15 Types of Educational Evaluation; 3.1 Introduction; 3.2 Forms That Are Based on Student Achievement Measurement; 3.2.1 National Assessment Programs 3.2.2 International Assessment Programs3.2.3 School Performance Reporting; 3.2.4 Student Monitoring Systems; 3.2.5 Assessment-Based School Self Evaluation; 3.2.6 Examinations; 3.3 Forms That Are Based on Education Statistics and Administrative Data; 3.3.1 System Level Management Information Systems; 3.3.2 School Management Information Systems; 3.4 Forms That Are Based on Systematic Review, Observations and (Self)-Perceptions; 3.4.1 International Review Panels; 3.4.2 School Inspection/supervision; 3.4.3 School Self-Evaluations, Including Teacher Appraisal; 3.4.4 School Audits 3.4.5 Monitoring and Evaluation as Part of Teaching3.5 Program Evaluation and Teacher Evaluation; 3.5.1 Program Evaluation; 3.5.2 Teacher Evaluation; Part 2: Theoretical Foundations of Systemic M&e; Chapter 4. The Political and Organizational Context of Educational Evaluation; 4.1 Introduction; 4.2 Rationality Assumptions Concerning the Policy-Context of Evaluations; 4.3 Gearing Evaluation Approach to Contextual Conditions the Case of Educational Reform Programs; 4.3.1 Phase Models; 4.3.2 Articulation of the Decision-Making Context 4.3.3 Monitoring and Evaluation in Functionally Decentralized Education Systems4.4 Creating Pre-Conditions for M&e; 4.4.1 Political Will and Resistance; 4.4.2 Institutional Capability for M&e; 4.4.3 Organizational and Technical Capacity for M&e; 4.5 Conclusion: Matching Evaluation Approach to Characteristics of the Reform Program, Creating Pre-Conditions and Choosing an Overall Strategy for Systemic M&e; Chapter 5. Evaluation as a Tool for Planning and Management at School Level; 5.1 Introduction; 5.2 The Rationality Paradigm Reconsidered; 5.2.1 Synoptic Planning and Bureaucratic Structuring 5.2.2 Creating Market Mechanisms: Alignment of Individual and Organizational Rationality |
| Record Nr. | UNINA-9910822615703321 |
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Scheerens J (Jaap)
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| Lisse [Netherlands] ; ; Exton, PA, : Swets & Zeitlinger, c2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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English studies : A journal of English letters and philology
| English studies : A journal of English letters and philology |
| Pubbl/distr/stampa | Amsterdam, : Swets & Zeitlinger |
| ISSN | 0013-838X |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Note periodicità | Bimestrale |
| Record Nr. | UNINA-990008955790403321 |
| Amsterdam, : Swets & Zeitlinger | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Ethical Issues in Clinical Neuropsychology / Ed. Shane B. Bush ; Michael L. Drexler
| Ethical Issues in Clinical Neuropsychology / Ed. Shane B. Bush ; Michael L. Drexler |
| Pubbl/distr/stampa | Lisse : Swets & Zeitlinger, 2002 |
| Descrizione fisica | XVI, 348 p. ; 25 cm |
| Collana | Studies on Neuropsychology |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISOB-E600200017150 |
| Lisse : Swets & Zeitlinger, 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Suor Orsola Benincasa | ||
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