Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
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TY - CHAP
T1 - Managing quality education – identifying the learning needs of the individual, then satisfying them
AU - Passey, Don
PY - 2011
Y1 - 2011
N2 - Do teachers have access yet to the forms of data that will allow them to meet the needs of different learners? School head teachers and managers, when seeking to manage quality education, are challenged by the dilemmas of balancing quality of provision through classroom interactions with quality of provision that meets the needs of the individual learner. A number of processes and technologies are now available that support schools in managing those balances: availability of data; access to different forms of data; and technologies that support areas of learning and different learning approaches. Although there is continued development of systems to support schools in each of these areas, this paper will argue that there is need to consider further development in all of these areas, and to link up critical elements and features more. This paper will look at, in a United Kingdom (UK) context: the forms of data normally accessible to schools; an example of the ways that some forms of technology are supporting the learning needs of the individual; and an indication of the limitations for consequential quality management arising from lack of ‘learning-to-data-to-learning’ links.
AB - Do teachers have access yet to the forms of data that will allow them to meet the needs of different learners? School head teachers and managers, when seeking to manage quality education, are challenged by the dilemmas of balancing quality of provision through classroom interactions with quality of provision that meets the needs of the individual learner. A number of processes and technologies are now available that support schools in managing those balances: availability of data; access to different forms of data; and technologies that support areas of learning and different learning approaches. Although there is continued development of systems to support schools in each of these areas, this paper will argue that there is need to consider further development in all of these areas, and to link up critical elements and features more. This paper will look at, in a United Kingdom (UK) context: the forms of data normally accessible to schools; an example of the ways that some forms of technology are supporting the learning needs of the individual; and an indication of the limitations for consequential quality management arising from lack of ‘learning-to-data-to-learning’ links.
KW - managing quality education
KW - data management systems
KW - formative assessment
KW - social and emotional aspects of learning
KW - individual learning needs
U2 - 10.1007/978-3-642-19715-4_1
DO - 10.1007/978-3-642-19715-4_1
M3 - Chapter
SN - 9783642197154
T3 - IFIP advances in information and communication technology
SP - 1
EP - 10
BT - Information Technology and Managing Quality Education, IFIP Advances in Information and Communication Technologies
A2 - Tatnall, A.
A2 - Kereteletswe, O. C.
A2 - Visscher, A.
PB - Springer
CY - Heidelberg
T2 - 9th IFIP WG 3.7 Conference on Information Technology in Educational Management, ITEM 2010, July 26-30, 2010
Y2 - 26 July 2010 through 30 July 2010
ER -