Результаты поиска - reality testing

Classroom assessment : principles and practice for effective standards-based instruction по McMillan, James H.

Criminology today : an integrative introduction / по Schmalleger, Frank

Оглавление: “...3 (30) Introduction 4 (1) What Is Crime? 5 (4) Theory versus Reality: Should Doctor-Assisted Suicide Remain Illegal? ...”

Managing for the future : the 1990s and beyond по Drucker Peter F.

Оглавление: “...Corporate culture : use it, don't lose it Permanent cost cutting : permanent policy What the nonprofits are teaching business Nonprofit governance : lessons for success The nonprofits' outreach revolution The governance of corporations Four marketing lessons for the future Tomorrow's company : dressed for success Company performance : five telltale tests R & D : the best is business-driven Sell the mailroom : unbundling in the '90s The 10 rules of effective research The trend toward alliances for progress A crisis of capitalism : who's in charge? ...”

The curriculum : theory and practice / по Kelly, A. V. (Albert Victor)

Оглавление: “...23 (9) A study in its own right 23 (1) Practice as well as theory 24 (1) Not an applied science 25 (2) Beyond methodology 27 (1) Conceptual analysis 28 (4) Knowledge and the Curriculum 32 (24) The problematic nature of human knowledge 33 (10) Absolutist theories 33 (2) Objections to absolutism 35 (8) The politics of knowledge 43 (9) Totalitarianism - open and concealed 43 (2) Resistance to change 45 (1) Ideological dominance 46 (1) The legitimation of discourse 47 (2) The manipulation of language 49 (1) The use of metaphor 50 (2) Responses to the problem of the politics of knowledge 52 (4) Curriculum as Content and Product 56 (33) Curriculum as content and education as transmission 56 (11) The philosophical case 57 (1) Education as cultural transmission 58 (5) The political selection of curriculum content 63 (4) Curriculum as product and education as instrumental 67 (16) The aims and objectives movement 67 (4) Some problems presented by this model 71 (12) The combined model - `mastery learning' 83 (3) The unsuitability of these models for planning which is to be genuinely educational 86 (1) Summary 87 (2) Curriculum as Process and Development 89 (29) An overtly value-laden and ideological model 90 (1) The growth of this view 91 (2) Early conceptual inadequacies 92 (1) A sound theoretical base 92 (1) Curriculum as process - aims and principles 93 (5) Procedural principles 94 (1) Principles and aims 95 (2) Intrinsic aims 97 (1) Education as development 98 (5) Active and passive views of humanity 98 (1) Individual autonomy 99 (1) Education as individual experience 100 (1) The growth of competence 101 (1) Development on every front 102 (1) The social dimension of development - democratic empowerment 103 (3) Democratic imperatives 104 (1) A partnership curriculum 105 (1) Some criticisms of the developmental model 106 (6) Political objections 106 (1) Philosophical objections 107 (4) The contribution of developmental psychology 111 (1) The major merits of this model 112 (1) Curriculum ideologies and planning models - implications and conclusions 113 (5) The need for conceptual clarity 114 (1) The need for informed choices and justification 115 (3) Curriculum Development, Change and Control 118 (29) National agencies for curriculum development - the work of the Schools Council 119 (6) A politically independent professional agency 120 (1) Lessons from the School Council's work 121 (3) Reconstitution and disestablishment 124 (1) The dissemination of innovation and change 125 (9) Models of dissemination 126 (2) The inadequacies of the centre-periphery approach 128 (3) Some consequent modifications 131 (3) School-based curriculum development 134 (4) Key features of these developments 135 (3) Action research and `the teacher as researcher' 138 (4) Continuous self-evaluation 139 (1) External support 140 (1) The teacher's role continues to be central 141 (1) Changing the curriculum through centralized control 142 (5) Testing and inspection 143 (4) Assessment, Evaluation, Appraisal and Accountability 147 (40) Pupil assessment 147 (12) Assessment and the curriculum 148 (2) Uses of assessment 150 (1) Purposes of assessment 150 (1) The realities of National Curriculum assessment 151 (1) Styles of assessment 152 (7) Evaluation theory 159 (11) What is curriculum evaluation? ...”

Globalization and its impact on the future of human rights and international criminal justice /