Norman Lucas contends that FE is fundamentally divided and that the practices of FE teachers are best understood by appreciating the diversity of needs of FE students. He shows that the tensions between the divisions, diversity and growing regulation are at the hub of the many challenges facing policy makers and FE teachers.
This book aims to stimulate debate and dialogue on development education, involving academics, policy-makers and practitioners, to identify issues and themes for research and pose questions for future practice.
This book argues that the fundamental requirements for leadership for learning in the early years should be provided by considering social contexts, adopting a commitment to collective working and focusing on improving children's learning outcomes.
While there are numerous books covering coaching tools and techniques, most share a common focus on goal-setting and goal achievement. This book offers a rare alternative perspective that focuses on reflective learning as the starting point for professional growth, and illustrates how coaches can apply this approach in coaching meetings.
This book will make a timely contribution because of the rising level of interest both in school-based practitioner action research, and in the notion of 'evidence informed' policies and strategies, which is topical in the UK and in other parts of the English speaking world.