Peeter Mehisto, Maie Kitsing
Lessons from Estonia's Education Success Story (eBook, ePUB)
Exploring Equity and High Performance through PISA
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Peeter Mehisto, Maie Kitsing
Lessons from Estonia's Education Success Story (eBook, ePUB)
Exploring Equity and High Performance through PISA
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This book explores how Estonia, despite high levels of poverty, has transformed its education system to become Europe's top performer on PISA (Programme for International Student Assessment).
- Geräte: eReader
- ohne Kopierschutz
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- Größe: 4.03MB
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This book explores how Estonia, despite high levels of poverty, has transformed its education system to become Europe's top performer on PISA (Programme for International Student Assessment).
Dieser Download kann aus rechtlichen Gründen nur mit Rechnungsadresse in A, B, BG, CY, CZ, D, DK, EW, E, FIN, F, GR, HR, H, IRL, I, LT, L, LR, M, NL, PL, P, R, S, SLO, SK ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 268
- Erscheinungstermin: 19. Juli 2022
- Englisch
- ISBN-13: 9781000608649
- Artikelnr.: 64101847
- Verlag: Taylor & Francis
- Seitenzahl: 268
- Erscheinungstermin: 19. Juli 2022
- Englisch
- ISBN-13: 9781000608649
- Artikelnr.: 64101847
- Herstellerkennzeichnung Die Herstellerinformationen sind derzeit nicht verfügbar.
Peeter Mehisto is Honorary Research Associate at University College London Institute of Education, UK. He has won a HRH The Duke of Edinburgh ESU book award and has also been nominated for the Yidan Prize.
Maie Kitsing is the former Head of the Estonian Ministry of Education and Research's Supervisions Division and of the General Education Department. She is currently an adviser to the Estonian Ministry of Education and Science's External Evaluation Department.
Maie Kitsing is the former Head of the Estonian Ministry of Education and Research's Supervisions Division and of the General Education Department. She is currently an adviser to the Estonian Ministry of Education and Science's External Evaluation Department.
Preface
Introduction: Setting the stage
Chapter 1
History: Challenges and gifts from the past
Chapter 2
Education System Overview: What makes it work
Chapter 3
Equity and high-performance: Raising the bar and closing the gap
Chapter 4
Curriculum: Aligning implementation with intentions
Chapter 5
Teachers: Professional autonomy and high standards
Chapter 6
Evaluation: Prioritising a formative approach for all
Chapter 7
Summary and Conclusions: Resilience, dissatisfaction and imagination
Afterword: Estonia's story and Singapore's story
References
Introduction: Setting the stage
Chapter 1
History: Challenges and gifts from the past
Chapter 2
Education System Overview: What makes it work
Chapter 3
Equity and high-performance: Raising the bar and closing the gap
Chapter 4
Curriculum: Aligning implementation with intentions
Chapter 5
Teachers: Professional autonomy and high standards
Chapter 6
Evaluation: Prioritising a formative approach for all
Chapter 7
Summary and Conclusions: Resilience, dissatisfaction and imagination
Afterword: Estonia's story and Singapore's story
References
Preface
Introduction: Setting the stage
Chapter 1
History: Challenges and gifts from the past
Chapter 2
Education System Overview: What makes it work
Chapter 3
Equity and high-performance: Raising the bar and closing the gap
Chapter 4
Curriculum: Aligning implementation with intentions
Chapter 5
Teachers: Professional autonomy and high standards
Chapter 6
Evaluation: Prioritising a formative approach for all
Chapter 7
Summary and Conclusions: Resilience, dissatisfaction and imagination
Afterword: Estonia's story and Singapore's story
References
Introduction: Setting the stage
Chapter 1
History: Challenges and gifts from the past
Chapter 2
Education System Overview: What makes it work
Chapter 3
Equity and high-performance: Raising the bar and closing the gap
Chapter 4
Curriculum: Aligning implementation with intentions
Chapter 5
Teachers: Professional autonomy and high standards
Chapter 6
Evaluation: Prioritising a formative approach for all
Chapter 7
Summary and Conclusions: Resilience, dissatisfaction and imagination
Afterword: Estonia's story and Singapore's story
References
Preface
Introduction: Setting the stage
Chapter 1
History: Challenges and gifts from the past
Chapter 2
Education System Overview: What makes it work
Chapter 3
Equity and high-performance: Raising the bar and closing the gap
Chapter 4
Curriculum: Aligning implementation with intentions
Chapter 5
Teachers: Professional autonomy and high standards
Chapter 6
Evaluation: Prioritising a formative approach for all
Chapter 7
Summary and Conclusions: Resilience, dissatisfaction and imagination
Afterword: Estonia's story and Singapore's story
References
Introduction: Setting the stage
Chapter 1
History: Challenges and gifts from the past
Chapter 2
Education System Overview: What makes it work
Chapter 3
Equity and high-performance: Raising the bar and closing the gap
Chapter 4
Curriculum: Aligning implementation with intentions
Chapter 5
Teachers: Professional autonomy and high standards
Chapter 6
Evaluation: Prioritising a formative approach for all
Chapter 7
Summary and Conclusions: Resilience, dissatisfaction and imagination
Afterword: Estonia's story and Singapore's story
References
Preface
Introduction: Setting the stage
Chapter 1
History: Challenges and gifts from the past
Chapter 2
Education System Overview: What makes it work
Chapter 3
Equity and high-performance: Raising the bar and closing the gap
Chapter 4
Curriculum: Aligning implementation with intentions
Chapter 5
Teachers: Professional autonomy and high standards
Chapter 6
Evaluation: Prioritising a formative approach for all
Chapter 7
Summary and Conclusions: Resilience, dissatisfaction and imagination
Afterword: Estonia's story and Singapore's story
References
Introduction: Setting the stage
Chapter 1
History: Challenges and gifts from the past
Chapter 2
Education System Overview: What makes it work
Chapter 3
Equity and high-performance: Raising the bar and closing the gap
Chapter 4
Curriculum: Aligning implementation with intentions
Chapter 5
Teachers: Professional autonomy and high standards
Chapter 6
Evaluation: Prioritising a formative approach for all
Chapter 7
Summary and Conclusions: Resilience, dissatisfaction and imagination
Afterword: Estonia's story and Singapore's story
References