NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ820115
Record Type: Journal
Publication Date: 2008-Dec
Pages: 21
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-0924-3453
What Effective Classroom? Towards a Paradigm Shift
Cheng, Yin Cheong; Mok, Magdalena M. C.
School Effectiveness and School Improvement, v19 n4 p365-385 Dec 2008
The initiatives for educational effectiveness experienced 3 waves of movements. Each wave had its own paradigm in conceptualizing the nature of education and its effectiveness and formulating related initiatives for improvement of educational practice in the classroom. This article aims to discuss how the conceptualization and characteristics of the effective classroom are changed with the paradigm shift from the traditional site-bounded paradigm toward the new Contextualized Multiple Intelligences (CMI)-triplization paradigm. With the support of empirical data, the profiles of effective and ineffective classrooms in the 1st and 3rd waves are mapped and discussed, and some implications are drawn for research and development of a new type of classroom effectiveness. (Contains 5 tables and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong