9780367762988 - the lean education manifesto: a synthesis of 900+ systematic reviews for visible learning in developing countries de hamilton, arran; hattie, john (27 resultados)
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paperback. Condición: Very Good. The Lean Education Manifesto: A Synthesis of 900+ Systematic Reviews for Visible Learning in Developing Countries This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remain…s undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.
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Paperback. Condición: Very Good. Shipped within 24 hours from our UK warehouse. Clean, undamaged book with no damage to pages and minimal wear to the cover. Spine still tight, in very good condition. Remember if you are not happy, you are covered by our 100% money back guarantee.
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Paperback. Condición: new. Paperback. The global expansion of education is one of the greatest successes of the modern era. More children have access to schooling and leave with higher levels of learning than at any time in history. However, 250 million+ children in developing countries are still not in school, and 600 million+…attend but get little out of it a situation further exacerbated by the dislocations from COVID-19. In a context where education funding is stagnating and even declining, Arran Hamilton and John Hattie suggest that we need to start thinking Lean and explicitly look for ways of unlocking more from less. Drawing on data from 900+ systematic reviews of 53,000+ research studies from the perspective of efficiency of impact they controversially suggest that for low- and middle-income countries: Maybe pre-service initial teacher training programs could be significantly shortened and perhaps even stopped Maybe teachers need not have degree-level qualifications in the subjects they teach, and they might not really need degrees at all! Maybe the hours per week and years of schooling that each child receives could be significantly reduced, or at least not increased Maybe learners can be taught more effectively and less resource intensively in mixed-age classrooms, with peers tutoring one another Maybe different approaches to curriculum, instruction, and the length of the school day might be more cost-effective ways of driving up student achievement than hiring extra teachers, reducing class sizes, or building more classrooms Maybe school-based management, publicprivate partnerships, and performance-related pay are blind and expensive alleys that have limited influence or impact on what teachers actually do in classrooms.This groundbreaking and thought-provoking work also identifies a range of initiatives that are worth starting. It introduces the Leaning to G.O.L.D. methodology to support school and system leaders in selecting, implementing, and scaling those high-probability initiatives; and to rigorously de-implement those to be stopped. It is essential reading for anyone with an interest in education. In a context where education funding is stagnating and even declining, Arran Hamilton and John Hattie suggest that we need to start thinking Lean and explicitly look for ways of unlocking more from less. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
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Paperback. Condición: New. The global expansion of education is one of the greatest successes of the modern era. More children have access to schooling and leave with higher levels of learning than at any time in history. However, 250 million+ children in developing countries are still not in school, and 600 million+ attend but…get little out of it - a situation further exacerbated by the dislocations from COVID-19. In a context where education funding is stagnating and even declining, Arran Hamilton and John Hattie suggest that we need to start thinking Lean and explicitly look for ways of unlocking more from less. Drawing on data from 900+ systematic reviews of 53,000+ research studies - from the perspective of efficiency of impact - they controversially suggest that for low- and middle-income countries: Maybe pre-service initial teacher training programs could be significantly shortened and perhaps even stopped Maybe teachers need not have degree-level qualifications in the subjects they teach, and they might not really need degrees at all! Maybe the hours per week and years of schooling that each child receives could be significantly reduced, or at least not increased Maybe learners can be taught more effectively and less resource intensively in mixed-age classrooms, with peers tutoring one another Maybe different approaches to curriculum, instruction, and the length of the school day might be more cost-effective ways of driving up student achievement than hiring extra teachers, reducing class sizes, or building more classrooms Maybe school-based management, public-private partnerships, and performance-related pay are blind and expensive alleys that have limited influence or impact on what teachers actually do in classrooms.This groundbreaking and thought-provoking work also identifies a range of initiatives that are worth starting. It introduces the Leaning to G.O.L.D. methodology to support school and system leaders in selecting, implementing, and scaling those high-probability initiatives; and to rigorously de-implement those to be stopped. It is essential reading for anyone with an interest in education.
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Librería: Biblios, frankfurt am main, HESSE, AlemaniaBiblios
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Kartoniert / Broschiert. Condición: New. Dr Arran Hamilton is Group Director of Education at Cognition Education. Previously, he has held senior positions at Cambridge University Press & Assessment (formerly Cambridge Assessment), Education Development Trust, the British Co.
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Paperback. Condición: new. Paperback. The global expansion of education is one of the greatest successes of the modern era. More children have access to schooling and leave with higher levels of learning than at any time in history. However, 250 million+ children in developing countries are still not in school, and 600 million+…attend but get little out of it a situation further exacerbated by the dislocations from COVID-19. In a context where education funding is stagnating and even declining, Arran Hamilton and John Hattie suggest that we need to start thinking Lean and explicitly look for ways of unlocking more from less. Drawing on data from 900+ systematic reviews of 53,000+ research studies from the perspective of efficiency of impact they controversially suggest that for low- and middle-income countries: Maybe pre-service initial teacher training programs could be significantly shortened and perhaps even stopped Maybe teachers need not have degree-level qualifications in the subjects they teach, and they might not really need degrees at all! Maybe the hours per week and years of schooling that each child receives could be significantly reduced, or at least not increased Maybe learners can be taught more effectively and less resource intensively in mixed-age classrooms, with peers tutoring one another Maybe different approaches to curriculum, instruction, and the length of the school day might be more cost-effective ways of driving up student achievement than hiring extra teachers, reducing class sizes, or building more classrooms Maybe school-based management, publicprivate partnerships, and performance-related pay are blind and expensive alleys that have limited influence or impact on what teachers actually do in classrooms.This groundbreaking and thought-provoking work also identifies a range of initiatives that are worth starting. It introduces the Leaning to G.O.L.D. methodology to support school and system leaders in selecting, implementing, and scaling those high-probability initiatives; and to rigorously de-implement those to be stopped. It is essential reading for anyone with an interest in education. In a context where education funding is stagnating and even declining, Arran Hamilton and John Hattie suggest that we need to start thinking Lean and explicitly look for ways of unlocking more from less. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
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Librería: preigu, Osnabrück, Alemaniapreigu
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Taschenbuch. Condición: Neu. The Lean Education Manifesto | A Synthesis of 900+ Systematic Reviews for Visible Learning in Developing Countries | Arran Hamilton (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2022 | Taylor & Francis Ltd | EAN 9780367762988 | Verantwortliche Person für die EU: Libri GmbH, Europaal…lee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu.
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Paperback. Condición: New. The global expansion of education is one of the greatest successes of the modern era. More children have access to schooling and leave with higher levels of learning than at any time in history. However, 250 million+ children in developing countries are still not in school, and 600 million+ attend but…get little out of it - a situation further exacerbated by the dislocations from COVID-19. In a context where education funding is stagnating and even declining, Arran Hamilton and John Hattie suggest that we need to start thinking Lean and explicitly look for ways of unlocking more from less. Drawing on data from 900+ systematic reviews of 53,000+ research studies - from the perspective of efficiency of impact - they controversially suggest that for low- and middle-income countries: Maybe pre-service initial teacher training programs could be significantly shortened and perhaps even stopped Maybe teachers need not have degree-level qualifications in the subjects they teach, and they might not really need degrees at all! Maybe the hours per week and years of schooling that each child receives could be significantly reduced, or at least not increased Maybe learners can be taught more effectively and less resource intensively in mixed-age classrooms, with peers tutoring one another Maybe different approaches to curriculum, instruction, and the length of the school day might be more cost-effective ways of driving up student achievement than hiring extra teachers, reducing class sizes, or building more classrooms Maybe school-based management, public-private partnerships, and performance-related pay are blind and expensive alleys that have limited influence or impact on what teachers actually do in classrooms.This groundbreaking and thought-provoking work also identifies a range of initiatives that are worth starting. It introduces the Leaning to G.O.L.D. methodology to support school and system leaders in selecting, implementing, and scaling those high-probability initiatives; and to rigorously de-implement those to be stopped. It is essential reading for anyone with an interest in education.
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Librería: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, AlemaniaBuchWeltWeit Ludwig Meier e.K.
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Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The global expansion of education is one of the greatest successes of the modern era. More children have access to schooling and leave with higher levels of learning than at any time in history. However, 250 million+ children in dev…eloping countries are still not in school, and 600 million+ attend but get little out of it - asituation further exacerbated by the dislocations from COVID-19. In a context where education funding is stagnating and even declining, Arran Hamilton and John Hattie suggest that we need to start thinking Lean and explicitly look for ways of unlocking more from less. Drawing on data from 900+ systematic reviews of 53,000+ research studies - from the perspective of efficiency of impact - they controversially suggest that for low- and middle-income countries:Maybe pre-service initial teacher training programs could be significantly shortened and perhaps even stoppedMaybe teachers need not have degree-level qualifications in the subjects they teach, andthey might not really need degrees at all!Maybe the hours per week and years of schooling that each child receives could be significantly reduced, or at least not increased Maybe learners can be taught more effectively and less resource intensively in mixed-age classrooms, with peers tutoring one anotherMaybe different approaches to curriculum, instruction, and the length of the school day might be more cost-effective ways of driving up student achievement than hiring extra teachers, reducing class sizes, or building more classroomsMaybe school-based management, public-private partnerships, and performance-related pay are blind and expensive alleys that have limited influence or impact on what teachers actually do in classrooms.This groundbreaking and thought-provoking work also identifies a range of initiatives that are worth starting. It introduces the Leaning to G.O.L.D. methodology to support school and system leaders in selecting, implementing, and scaling those high-probability initiatives; and to rigorously de-implement those to bestopped. It is essential reading for anyone with an interest in education. 308 pp. Englisch.
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Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The global expansion of education is one of the greatest successes of the modern era. More children have access to schooling and leave with higher levels of learning than at any time in history. However, 250 million+ children in developi…ng countries are still not in school, and 600 million+ attend but get little out of it - asituation further exacerbated by the dislocations from COVID-19. In a context where education funding is stagnating and even declining, Arran Hamilton and John Hattie suggest that we need to start thinking Lean and explicitly look for ways of unlocking more from less. Drawing on data from 900+ systematic reviews of 53,000+ research studies - from the perspective of efficiency of impact - they controversially suggest that for low- and middle-income countries:Maybe pre-service initial teacher training programs could be significantly shortened and perhaps even stoppedMaybe teachers need not have degree-level qualifications in the subjects they teach, andthey might not really need degrees at all!Maybe the hours per week and years of schooling that each child receives could be significantly reduced, or at least not increased Maybe learners can be taught more effectively and less resource intensively in mixed-age classrooms, with peers tutoring one anotherMaybe different approaches to curriculum, instruction, and the length of the school day might be more cost-effective ways of driving up student achievement than hiring extra teachers, reducing class sizes, or building more classroomsMaybe school-based management, public-private partnerships, and performance-related pay are blind and expensive alleys that have limited influence or impact on what teachers actually do in classrooms.This groundbreaking and thought-provoking work also identifies a range of initiatives that are worth starting. It introduces the Leaning to G.O.L.D. methodology to support school and system leaders in selecting, implementing, and scaling those high-probability initiatives; and to rigorously de-implement those to bestopped. It is essential reading for anyone with an interest in education.
