
The origin of
the effectiveness of education stems from responses to equal opportunities for
job opportunities. The effectiveness of the research adds value education to
the initial characteristics of the students. Effectiveness refers to study
goals that demonstrate that education is effective in learning effects, also
taking into account the unexpected results of education such as those. Results
of the hidden curriculum on the one hand and on the other hand are
distinguished from the concept of excellence in education that deals with the
relationship between the effects of education and the input of education,
usually in terms of finance. With regard to the effectiveness of education, we
must take into account the background of the student and the initial
characteristics of the student in relation to specific purposes that are under
study. It requires measurement skills such as intelligence and motivation, as
well as the first functions related to learning objectives, such as
mathematical performance, reading, etc. The effectiveness of education provides
and requires a holistic theory of education, dealing with inputs, processes,
contexts and educational products. The first question relates to results,
educational results. This includes the standard for the effectiveness of
education. From a technical point of view, the problems in the part of the criterion
can be solved, but theoretically there are some problems related to the norms
themselves on the imaginary side. In the past, most of the educational
effectiveness used academic results as the only standard. This criterion option
is criticized and once the plea for many criteria for effectiveness is made.
Although we follow that line of thought, we must keep in mind that there are
always arguments against the use of many results. Even when the effects of
effective school on education are very small, they can be very important with
regard to individual student races.
Educational effectiveness is not trying to
invent new ideas or programs, but to focus on understanding the lessons drawn
from existing practices. , It tries to establish theories and tests to explain
why and how some schools and teachers are more effective than others. Most of
the research is naturalistic in nature and gives us information about the
validity of the theoretical concepts, but there are some experimental studies
conducted to help us identify the cause and effect of the relationship. None of
these approaches provide enough evidence to prove the theory of effectiveness,
since studies that have become weak in their ecological validity and data
dissimilar from studies have emerged.
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