Transcription of School self-evaluation for school improvement - ed
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School self-evaluation for school improvement - ed
Christopher Chapman and Pamela SammonsSchool self-evaluation for School improvement : what works and why? School self-evaluation for School improvement : what works and why? Copyright CfBT Education Trust 2013. The views and opinions expressed in this publication are those of the authors and do not necessarily represent the views of CfBT Education improvement : international reviews of best practiceWorking with partners including the Department of Education at Oxford University, the Centre for Equity in Education at the University of Manchester, the University of Glasgow, the University of Nottingham and the Hong Kong Institute of Education, CfBT Education Trust has commissioned a series of reviews of international literature. These reviews cover a range of topics related to School improvement including assessment for learning ; the inclusion of students with special educational needs; effective teaching practice; School self-evaluation ; and successful School idea that schools can impact positively on student outcomes is a crucial driver in the rise of interest in School improvement research and practice.
Assessment for learning Assessment for learning – where the first priority is to promote learning – is a key means of initiating improvement. The features, strategies and principles underpinning assessment for learning form the basis of this review. CfBT is a world authority on school improvement. We work directly with schools and
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