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La estructura de los sistemas educativos varía marcadamente entre los países. Por consiguiente, la elaboración de indicadores y estadísticas de educación internacionalmente comparables hace necesario disponer de un marco que permita acopiar y reportar datos sobre programas educativos con niveles similares de contenido educacional. La Clasificación Internacional Normalizada de la Educación (CINE) de la UNESCO, es la clasificación de referencia utilizada para categorizar los programas educativos y sus respectivas certificaciones por niveles y campos de estudio. Las definiciones y los conceptos básicos utilizados en la CINE se han propuesto como internacionalmente válidos e integrales y cubren todo el espectro de los sistemas educativos. La clasificación CINE 2011 representa la segunda importante revisión de esta clasificación (inicialmente elaborada en la década de los 70 y objeto de una primera revisión en 1997). Fue aprobada por la Conferencia General de la UNESCO en noviembre de 2011. Este manual operativo, resultado de la colaboración del Instituto de Estadística de la UNESCO, OCDE y Eurostat, proporciona directrices y notas explicativas para cada nivel de educación que facilitan la interpretación de la clasificación actualizada. Adicionalmente se incluyen ejemplos nacionales de programas y certificaciones que han sido clasificadas en la CINE 2011. El presente manual será de gran utilidad tanto para estadísticos nacionales abocados a acopiar y reportar datos sobre educación a las organizaciones internacionales como para elaboradores de políticas e investigadores interesados en lograr una mejor comprensión de estas estadísticas.

Education --- Educational evaluation. --- Educational assessment --- Educational program evaluation --- Evaluation research in education --- Instructional systems analysis --- Program evaluation in education --- Self-evaluation in education --- Evaluation --- Standards and standardization in education --- Standards-based education --- Standards.

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'Models of Teaching' presents models of teaching as they relate to content standards and benchmarks and the creative process of original curriculum development. These topics are treated in both conceptual and practical ways.

Education --- Teaching --- Standards and standardization in education --- Standards-based education --- Standards. --- Methodology. --- Effective teaching. --- Instructional effectiveness --- Teaching effectiveness --- Teaching quality --- Teacher effectiveness --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training

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This book covers issues that pertain to high-need schools but the authors challenge the distinctions made in the research and reason that the issues are relevant to all schools. From the rise of accountability in the 1960s to now, high-need schools have been dealing with curriculum, program initiatives, and responding to diverse populations, typically without the resources necessary to implement change. In this book we discuss important issues that have to be tackled if we as educators will succeed in meeting the needs of the next generation. From education laws, use of technology, leadership, diversity and multicultural issues, teaching in high-need schools, curriculum and teaching student with special needs, the book explores both problems and solutions, changing the dialogue from one of blame and stasis to one of action and hope. .

Education. --- Education, general. --- Curriculum planning. --- Education --- Standards. --- Standards and standardization in education --- Standards-based education --- Curriculum development --- Instructional systems --- Planning --- Curricula --- Design --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Educational change. --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Educational planning --- Educational innovations

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Drawing on empirical data from the field of education governance, the book traces how scales are crafted and mobilised in policymaking practices, demonstrating that 'scalecraft' is key to understanding the production of hegemony.

Educational evaluation --- Education --- Education and state. --- Methodology. --- Standards. --- Social policy --- Endowment of research --- Education policy --- Educational policy --- State and education --- Standards and standardization in education --- Standards-based education --- Evaluation --- Educational assessment --- Educational program evaluation --- Evaluation research in education --- Instructional systems analysis --- Program evaluation in education --- Self-evaluation in education --- Government policy

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This book summarizes the international evidence on methodological issues in standard setting in education. By critically discussing the standard-setting practices implemented in the Nordic countries and by presenting new methodological approaches, it offers fresh perspectives on the current research.  Standard setting targets crucial societal objectives by defining educational benchmarks at different achievement levels, and provides feedback to policy makers, schools and teachers about the strengths and weaknesses of a school system. Given that the consequences standard setting can be dramatic, the quality of standard setting is a prime concern. If it fails, repercussions can be expected in terms of arbitrary evaluations of educational policy, wrong turns in school or teacher development or misplacement of individual students. Standard setting therefore needs to be accurate, reliable, valid, useful, and defensible.  However, specific evidence on the benefits and limits of different approaches to standard setting is rare and scattered, and there is a particular lack with respect to standard setting in the Nordic countries, where the number of national tests is increasing and there are concerns about the time and effort spent on testing at schools without feedback being provided. Addressing this gap, the book offers a discussion on standard setting by respected experts as well as profound and innovative insights into fundamental aspects of standard setting including conclusions for future methodological and policy-related research.

Education. --- Educational policy. --- ducation and state. --- Assessment. --- Statistics. --- Assessment, Testing and Evaluation. --- Educational Policy and Politics. --- Statistics for Social Science, Behavorial Science, Education, Public Policy, and Law. --- Education --- Standards. --- Standards and standardization in education --- Standards-based education --- Educational tests and measuremen. --- Statistics for Social Sciences, Humanities, Law. --- Statistical analysis --- Statistical data --- Statistical methods --- Statistical science --- Mathematics --- Econometrics --- Education and state. --- Statistics . --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy