This lecture proposes that high-achieving schools should receive financial incentives from the Government to take in the full ability range of students living in London.

Wiliam argues that if we are to be successful in raising student achievement, as well as clear about what we want teachers to do differently, we have to understand why changing teachers' practice is so difficult, and this will require radical changes in the way we treat teachers' professional development.

Written by experienced teacher educators, this book shows what critical practice is and how it can be used to facilitate a deeper understanding of practice that draws upon personal experience and knowledge of theory, research and policy.

This lecture considers the forms of leadership practice that can make a difference in improving equity and diversity in schools and colleges.

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.

How should we promote the discipline of History of Education? How can we challenge the tendency to take the past for granted and focus solely on the future? This book provides an agenda for History of Education in the twenty-first century by exploring themes and opening up areas of further debate.