Contents
| Acknowledgements | |
| Introduction | |
| PART 1 Educational evaluation for innovation and change |
|
| 1 | School self-evaluation for the improvement of educational practice: some theoretical issues |
| James, M. (1982) ‘School Initiated Self-Evaluation and the Improvement of Educational Practice: some issues for consideration’. Classroom Action Research Network Bulletin, 5: 17-23. | |
| 2 | School self-evaluation: patterns of emerging practice |
| James, M. (1987) ‘Self-initiated Self-evaluation’. In P. Clift, D. Nuttall and G. Turner, (eds) Studies in School Self-evaluation (Basingstoke: Falmer Press): 172-189. | |
| 3 | How shall we know success? Alternative ways of developing criteria for judging the effectiveness of educational programmes, with reference to PSHE |
| James, M. (1995) ‘Evaluating PSE and pastoral care? How shall we know success?’ In R. Best, P. Lang, C. Lodge, and C. Watkins, (eds) Pastoral Care and PSE: entitlement and provision (London: Cassell): 249-265. | |
| 4 | Evaluation for policy: rhetoric and political reality |
| James, M. (1993) ‘Evaluation for Policy: rhetoric and political reality: the paradigm case of PRAISE'. In R. Burgess, (ed) Evaluation for Policy and Practice (Basingstoke: Falmer Press): 119-138. | |
| PART 2 Educational assessment and learning |
|
| 5 | Negotiation and dialogue in student assessment by teachers |
| James, M. (1989) ‘Negotiation and Dialogue in Student Assessment and Teacher Appraisal’. In H. Simons and J. Elliott, (eds) Rethinking Assessment and Appraisal (Milton Keynes: Open University): 147-160. | |
| 6 | Assessment for learning |
| Edited version of James, M. (1992) ‘Assessment for Learning’. Paper presented to the annual Conference of the Association for Supervision and Curriculum Development, New Orleans, 5 April 1992. | |
| 7 | Assessment, learning and the involvement of students |
| Edited version of James, M. (1998) ‘Chapter 9: Assessment, learning and the involvement of students’. In Using Assessment for School Improvement (Oxford: Heinemann): 171-189. | |
| 8 | Systems for moderation by teachers to enhance the quality of assessment |
| Edited version of James, M. (1994) ‘Experience of quality assurance at key stage one’. In W. Harlen, (ed) Enhancing Quality in Assessment (London: Paul Chapman): 116-138. | |
| 9 | Measured lives: the rise of assessment as the engine of change in English schools |
| James, M. (2000) ‘Measured lives: the rise of assessment as the engine of change in English schools’. The Curriculum Journal, 11(3): 343-364. | |
| 10 | Assessment in harmony with our understanding of learning |
| James, M. (2012) ‘Chapter 12: Assessment in harmony with our understanding of learning: problems and possibilities’. In J. Gardner, (ed) Assessment and Learning. Second Edition (London: Sage): 187-205. | |
| PART 3 Educational research and the development of curriculum and pedagogy |
|
| 11 | Embedding and spreading Assessment for Learning and Learning How to Learn ideas and practices within and beyond the classroom |
| Edited version of two papers: James, M. (2008) Only Connect! Improving teaching and learning in schools (London: Institute of Education - Professorial Lecture series). James, M. (2007) ‘Chapter 10: Unlocking transformative practice within and beyond the classroom: messages for practice and policy’. In M. James, R. McCormick, P. Black, P. Carmichael, M-J. Drummond, A. Fox, J. MacBeath, B. Marshall, D. Pedder, R. Procter, S. Swaffield, J. Swann, and D. Wiliam, Improving Learning How to Learn - classrooms, schools and networks (Abingdon: Routledge): 213-226. |
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| 12 | Ten principles for effective pedagogy |
| Edited version of James, M. and Pollard, A. (2011) ‘TLRP's ten principles for effective pedagogy: rationale, development, evidence, argument and impact’. Research Papers in Education, 28(3): 275-328. Reprinted in James, M. and Pollard, A., (eds) (2012) Principles for Effective Pedagogy: International responses to evidence from the UK Teaching and Learning Research Programme (Abingdon: Routledge): 6-59. | |
| 13 | Lawrence Stenhouse's process model of curriculum research and development revisited |
| James, M. (2012) ‘Chapter 3: An alternative to the objectives model: the process model for the design and development of curriculum’. In N. Norris and J. Elliott, (eds) Curriculum, Pedagogy and Educational Research: The work of Lawrence Stenhouse (Abingdon: Routledge): 61-83. | |
| Bibliography | |
| Index | |
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