Schulentwicklung | Inhalt, Autor und bibliografische Daten

Schulentwicklung - Buchbeschreibung, Ausstattung und ISBN

Schulentwicklung gehört zur Kategorie Sachbuch und stammt von Silke Fischer - eine Kombination, die den Titel sowohl fachlich als auch bibliografisch interessant macht. Der Untertitel Bildungspolitische Wunschvorstellung Oder Paedagogische Realitaet? ergänzt den Haupttitel Schulentwicklung sinnvoll und gibt bereits früh einen konkreten Hinweis auf die inhaltliche Ausrichtung des Buches. Inhaltlich lässt sich Schulentwicklung folgendermaßen zusammenfassen: This cross section study shows that school-intern further teacher training does not contribute to the achievement of objectives in the area of school development in Swiss vocational schools as it is intended by educational politics. Furthermore, it reveals that the questioned teachers do not think that school-intern further teacher training and school development influence their occupational situation in terms of lessons, occupational abilities and workday at all. Also most of them do not want any support service to implement such contents in their lessons. In consideration of these facts the lastingness and efficiency of both concepts are higly doubtful. The reasons for this outcome are diverse as this study shows. At first most examined vocational schools do not have a systematical concept of school-intern further teacher training and do not arrange their school development activities according to their superior programme. Therefore a connection between the field of school-intern further teacher training and school developement is not seen by the teachers and most of the experts. Above that both fields are in the area of responsibility of the school administration and do not involve the teaching staff. The objectives and superior programme of school development as well as measures of completed school development projects are not passed on to the teaching staff. In sum one can say that the desired development projects do not reach the teaching staff. Which is why they do not achieve the necessary reliability in order to develop the lessons of the teachers in a continuous improvement process any further

Schulentwicklung liegt in Deutsch vor, was für die inhaltliche Nutzung ebenso wichtig ist wie für die bibliografische Suche. Mit dem Erscheinungszeitpunkt 2016 lässt sich Schulentwicklung sauber in einen bibliografischen Kontext einordnen. Im Kontext des Gesamtwerks von Silke Fischer lässt sich Schulentwicklung gezielt bibliografisch und thematisch einordnen. Schulentwicklung spricht besonders Nutzer an, die sich für Bücher rund um Sachbuch interessieren.

Worum geht es in Schulentwicklung?

Im thematischen Kontext von Sachbuch setzt Schulentwicklung laut Beschreibung auf folgende Schwerpunkte: This cross section study shows that school-intern further teacher training does not contribute to the achievement of objectives in the area of school development in Swiss vocational schools as it is intended by educational politics. Furthermore, it reveals that the questioned teachers do not think that school-intern further teacher training and school development influence their occupational situation in terms of lessons, occupational abilities and workday at all. Also most of them do not want any support service to implement such contents in their lessons. In consideration of these facts the lastingness and efficiency of both concepts are higly doubtful. The reasons for this outcome are diverse as this study shows. At first most examined vocational schools do not have a systematical concept of school-intern further teacher training and do not arrange their school development activities according to their superior programme. Therefore a connection between the field of school-intern further teacher training and school developement is not seen by the teachers and most of the experts. Above that both fields are in the area of responsibility of the school administration and do not involve the teaching staff. The objectives and superior programme of school development as well as measures of completed school development projects are not passed on to the teaching staff. In sum one can say that the desired development projects do not reach the teaching staff. Which is why they do not achieve the necessary reliability in order to develop the lessons of the teachers in a continuous improvement process any further Ergänzend helfen die hinterlegten Schlagwörter dabei, Schulentwicklung thematisch schneller einzuordnen: Education, Social & cultural history, European history, Early history: c 500 to c 1450/1500

ISBN, Revision und weitere Referenzdaten

Auch externe Referenzen sind vorhanden: Die Work-ID lautet OL20931904W, die zugehörigen Editions-IDs sind OL29339222M, OL28358899M, OL29339271M, OL29339348M.

Bibliografische Eckdaten dieser Ausgabe

1. Externe Editionsreferenzen: OL29339222M, OL28358899M, OL29339271M, OL29339348M
2. Thematische Hauptkategorie: Sachbuch
3. Seitenzahl: 342
4. Schlagwörter: Education, Social & cultural history, European history, Early history: c 500 to c 1450/1500
5. Inhaltliche Kurzcharakteristik: This cross section study shows that school-intern further teacher training does not contribute to the achievement of objectives in the area of school development in Swiss vocational schools as it is intended by educational politics. Furthermore, it reveals that the questioned teachers do not think that school-intern further teacher training and school development influence their occupational situation in terms of lessons, occupational abilities and workday at all. Also most of them do not want any support service to implement such contents in their lessons. In consideration of these facts the lastingness and efficiency of both concepts are higly doubtful. The reasons for this outcome are diverse as this study shows. At first most examined vocational schools do not have a systematical concept of school-intern further teacher training and do not arrange their school development activities according to their superior programme. Therefore a connection between the field of school-intern further teacher training and school developement is not seen by the teachers and most of the experts. Above that both fields are in the area of responsibility of the school administration and do not involve the teaching staff. The objectives and superior programme of school development as well as measures of completed school development projects are not passed on to the teaching staff. In sum one can say that the desired development projects do not reach the teaching staff. Which is why they do not achieve the necessary reliability in order to develop the lessons of the teachers in a continuous improvement process any further
6. Verlag: Lang AG International Academic Publishers, Peter
7. Open-Library-Work-ID: OL20931904W
8. Veröffentlicht am: 2016
9. ISBN-13: 9783034324441
10. Ergänzender Titelzusatz: Bildungspolitische Wunschvorstellung Oder Paedagogische Realitaet?
11. Titel: Schulentwicklung
12. Verfasst von: Silke Fischer
13. Sprache: Deutsch

Auffindbarkeit und bibliografische Präzision

Die Verbindung aus Schulentwicklung, Silke Fischer, Sachbuch und Education, Social & cultural history, European history, Early history: c 500 to c 1450/1500 schafft eine solide Grundlage für eine präzise thematische Suche.

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