A framework for evaluating CDT practice
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Malcolm Jones
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Article
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1992
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Springer Netherlands
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English
β 684 KB
The increasing pressures of accountability faced by schools have seen the application of various adaptations of self-evaluation methods. However, charges of lack of objectivity (Simons in Skilbeck, 1984p. 52) have been directed at such responses, and these were fuelled by observations that teachers