In this book, leading experts on 14-19 education and training explore the concept of policy-learning and examine recent policies and policy-making in England and Scotland. It will be of interest to all those involved in, or affected by, policy-making in the increasingly high-profile and politically charged field of 14-19 education.
It is often assumed that for middle class and academically able children, schooling is a straightforward process that leads to academic success. Based on the biographies of 350 young men and women who might have been considered 'destined for success' at the start of their secondary schooling, this book maps out the educational pathways they took.
More publicly accountable than ever, teachers, school managers and governors are expected to know how their school is performing and how to improve that performance. By exploring target setting, this book helps achieve these goals.
The book includes vivid accounts of these activities to shed light on what really happens in urban schools, and presents practical strategies for school leaders and practitioners who want to make a difference in urban schools.
This book critically engages with contemporary notions of 'at risk' youth. It explores the complexity of urban, working-class young people's relationships with education and schooling and discusses strategies for addressing these issues.
Sir Cyril Taylor and Conor Ryan present a thorough examination of the characteristics of a high-performing school. The text draws on numerous case studies of successful schools, as well as showing how previously failing schools have been turned around.
Discusses all the elements that have contributed to improvements including: improving the quality of the leadership team; the setting of targets and use of data; curriculum innovation; improved discipline and order; and the designation of nearly 2,000 schools as specialist schools. This book can serve as a manual for school improvement.
This book provides practical guidelines and a framework for teachers as they try to develop their schools. Leadership, the management of curriculum change and INSET for development are areas covered and supported by case study illustrations.
This text offers descriptions and analyses of some of the different ways in which schools and other educational institutions have started to establish new collaborative relationships in today's competitive educational marketplace.
This collection provides a guide to the legal requirements surrounding children's rights. The book discusses the practicalities and problems of listening to the child in educational, social and health settings.
Bringing together the frameworks to investigate the role that race plays in hallmark policies of neoliberal school reforms such as school closings, high-stakes testing, and charter school proliferation, this book examines how that reform expands racial and economic inequality, and share grassroots stories of resistance to these reforms.
This book argues for a major change both in the daily practice of education and in the curriculum in order to deal with such threats to our collective well-being as environmental damage; intensified global competition; corrosive social inequalities in and between nations in the world; and the need for a new, just and sustainable economic model.
Induction - the first year of a teacher's career - is a crucial, and potentially difficult, period. This title is based on a comprehensive nationwide research project into the implementation and effectiveness of contemporary statutory regulations covering induction in England.
Around the world, schools are being asked to offer new services to students, families and communities in order to overcome the effects of disadvantage. This book critically examines the role of full service and extended schools.
The English schools' system is at a crossroads. This landmark collection of essays brings together some of the country's leading education thinkers and practitioners. Their polemic is intended to help teachers, school leaders, governors, researchers and policy makers think deeply about future directions.
Schools acting alone cannot achieve the greatest possible improvement and transformation under the conditions that currently prevail. This book aims to help senior leaders re-imagine and transform the partnership between their school and its community, and develop the capacity to lead that change.
Since 1988, education reform has been driven by what the author shows to be a delusion. As the pendulum swings towards a general election in 2010, this book argues that New Labour's education policies have become the single biggest obstacle to school improvement.
Drawing on ten years of research into educational innovation, this book challenges the often adopted notion of a single, linear educational future. Considering alternative strategies for conceptualising the future of education, Facer takes into account the challenges that future decades may face.
Guiding readers past the sterile debates about City Academies and dumbed-down exams, this book proves that education's key responsibility should be to create enthusiastic learners who will go on to thrive as adults in a swiftly-changing, dynamic world.
This book re-examines the arguments in favour of an evidence-informed approach to education policy; spotlights the factors that lead to a wide variety of evidence being disregarded by policy makers; and sets out why a paradigm of partnership between researchers and policy makers is required in order to improve the future for policy development.
The DfE's 2010 white paper 'The Importance of Teaching' set out the Coalition's aim to 'create a school system which is self-improving'. In this inaugural lecture, Toby Greany assesses progress to date and the Coalition Government's approach to developing a self-improving system.
Creativity is a vital aspect of the human world and a central element of society, so it is also a desirable outcome of education. This lecture examines the place of creativity in education in national curricula, and critically examines what should be done to enhance it.
School examinations do little to test deep understanding, blight the secondary curriculum, cause students great anxiety, pervert the job of teaching, and favour families who can manipulate admission arrangements. Why do we cling to an institution which may have been all the rage in the 1860s but has been under fire in every generation since?
Using a form of systems thinking, this book analyzes K-12 education as a complex, "messy" system that must be tackled as a whole and provides a series of heuristics to help those involved in the education mess to improve the system as a whole.