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【内容】
这本书不仅为研究反拨和影响提供了一个有用的模型，也为在教育背景下规划和管理变革提供了实践指南。因此，它对所有参与课程和考试改革过程的人以及学术研究人员都具有特别的意义，大学讲师、研究生和实习教师。
【目录】
List of figures
List of tables
Acknowledgements
Series Editors' note
Chapter 1
Introduction
Chapter 2
The origins of the present investigation:the Sri Lankan O-level Examination Project
Chapter 3
The impact of high-stakes examinations on teaching
Chapter 4
Innovation in education
Chapter 5
Methodology
Chapter 6
The impact of the new examination on teaching:the teachers' view
Chapter 7
Antecedents:what did teaching look like before 1985?
Chapter 8
Implementation factors:characteristics of the innovation:the textbook series
Chapter 9
Implementation factors:characteristics of the innovation:the new examination
Chapter 10
Implementation factors:characteristics of the user system
Chapter 11
Implementation factors:characteristics of the users
Chapter 12
Discussion and future directions
Appendices
1.Old Syllabus Examination,1987
2.New Syllabus Examination,1988
3.Observation schedule,Sri Lankan O-level Evaluation Project-Impact Study,Round 6
4.Summary of results from observations,Sri Lankan O-level Evaluation Project-Impact Study,Rounds 1-6
5.Generalizations summarizing research findings (Rogers 1995)
6.Propositions concerning the success of projects (Smith 1991)
7.Interview guide for group interviews.October-November 1991
8.Initial coding scheme
9.Sample of coded tran
10.Revised coding scheme
11.Sample unit from English Every Day,Year 11
12.Deion of typical classrooms (Alderson and Wall 1992:87-88)
13.Recommendations for a baseline study-St Petersburg(Wall 1995:9-10)
14.Communications web.Year 12 Project-Estonia
15.Plans for phasing in a new examination.Year 12 Project-Lithuania
References
Index
List of tables
Acknowledgements
Series Editors' note
Chapter 1
Introduction
Chapter 2
The origins of the present investigation:the Sri Lankan O-level Examination Project
Chapter 3
The impact of high-stakes examinations on teaching
Chapter 4
Innovation in education
Chapter 5
Methodology
Chapter 6
The impact of the new examination on teaching:the teachers' view
Chapter 7
Antecedents:what did teaching look like before 1985?
Chapter 8
Implementation factors:characteristics of the innovation:the textbook series
Chapter 9
Implementation factors:characteristics of the innovation:the new examination
Chapter 10
Implementation factors:characteristics of the user system
Chapter 11
Implementation factors:characteristics of the users
Chapter 12
Discussion and future directions
Appendices
1.Old Syllabus Examination,1987
2.New Syllabus Examination,1988
3.Observation schedule,Sri Lankan O-level Evaluation Project-Impact Study,Round 6
4.Summary of results from observations,Sri Lankan O-level Evaluation Project-Impact Study,Rounds 1-6
5.Generalizations summarizing research findings (Rogers 1995)
6.Propositions concerning the success of projects (Smith 1991)
7.Interview guide for group interviews.October-November 1991
8.Initial coding scheme
9.Sample of coded tran
10.Revised coding scheme
11.Sample unit from English Every Day,Year 11
12.Deion of typical classrooms (Alderson and Wall 1992:87-88)
13.Recommendations for a baseline study-St Petersburg(Wall 1995:9-10)
14.Communications web.Year 12 Project-Estonia
15.Plans for phasing in a new examination.Year 12 Project-Lithuania
References
Index
