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Changing Leadership for Changing Times (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Ken Leithwood Doris Jantzi Rosanne SteinbachEnvisioning the nature of schools of the future is more art than science. But the response of today's schools to challenges presented by such forces as technology, changing demographics, and government austerity offer useful clues. As a minimum, schools will need to be able to thrive on uncertainty, have considerably greater capacities for collective problem solving than they do at present, and meet a much wider array of student needs. Changing Leadership for Changing Times examines the types of leadership that are likely to be productive in creating and sustaining such schools. Based on a long term study of 'transformational' leadership in school restructuring contexts, the chapters in this book offer a highly readable account of such leadership grounded in a substantial body of empirical evidence.
Educational Leadership and Learning (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Sue Law Derek GloverEducational leaders - whether in schools, colleges or higher education - are challenged with steering unprecedented change; educational management has never been more demanding. Within the context of a new 'learning age' and the Teacher Training Agency's National Standards, this book explores many of the key issues facing those both aspiring to and already involved in leadership and management, whether at middle or senior levels.While focusing particularly on schools and colleges, this book evaluates issues increasingly central to leadership in a variety of professional educational settings, for example, school improvement, innovation, teamwork, organizational culture, professional development, motivation and the nature of leadership. In identifying key concepts, it scrutinizes possible management strategies within a changing policy context that is increasingly focused around standards, accountability and reputation.The book utilizes research evidence to illuminate the practices, challenges and problems facing educationists and endeavours to overcome the perceived gap between practice and research to create an integrated approach to leadership and management development: one which both supports and stimulates managers' professional development aspirations.
Trading in Futures (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Sue Watson Sletske Waslander Martin Strathdee Ibrahim Simiyu Ann Dupuis Jennie HamlinThis book shows that the faith in educational markets is misplaced. Throughout the English speaking world and now Western Europe and parts of East Asia parental choice and educational markets are being seen by politicians and policy advisors as the panacea to problems of low educational standards and social exclusion. This book is the first to systematically test the key assumptions underlying the faith in markets by linking an analysis of parental choice to flows of students between schools and their impact on school effectiveness. The results of this study suggest that the ability to realize choices is dependent on social class, gender and ethnicity and that this can have a negative impact on some schools' performance. Rather than raising standards the impact of markets is to polarise them, leading to an impoverished education for many students.This important book will be vital reading for students of educational policy, sociology of education and school effectiveness and improvement, educational researchers, academics and policymakers.
Changing Literacies (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Colin Lankshear"....undeterred by sociological pessimism, Colin Lankshear hacks away at the underbrush, clearing a path for a new critical-liberatory discourse"James Paul Gee, Clark University, Worcester, Massachusetts.This book explores everyday social practices and how they influence who people are, what they become, the quality of their lives, the opportunities and possibilities open to them, and those they are denied. It focusses especially on language and literacy components of social practices, asking: How are language and literacy framed within different social practices?How are social practices in turn shaped and framed by language and literacy?What are the consequences for the lives and identities of individuals and groups?How can we understand these relationships, and build on this understanding to develop critical forms of literacy and language awareness that enhance human dignity, freedom and social justice?In addressing these questions the book draws on social practices from diverse settings: from classrooms using conventional texts to so-called "enchanted workplaces"; from a Third World peasant cooperative enterprise to modern technologically-equipped homes and classrooms. The result is a rich sociocultural account of language and literacy, which challenges narrow psychological and skills-based approaches, and provides an excellent theory base for informing the practice of literacy educators.It will be compelling reading for academics, teachers and students of language and literacy education, critical literacy, discourse studies and cultural studies.
Professional Development for Educational Management (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Lesley Kydd Megan Crawford Colin RichesThis book begins from the perspective that organizational effectiveness will be improved if the individuals within the organization are engaged in developing professionally. It takes the individual as the key resource of any institution and the notion of professional development as the key to the learning of educational managers. This book offers both theoretical and practical perspectives on the key components of professional development linking reflection and knowledge with skills and capabilities. It then takes educational managers on to consider the systems and tasks which they have to undertake in managing the professional development of others - from selecting the right person for the job to setting up appropriate appraisal systems. This book provides educational managers and those interested in the field with an introduction to the processes and skills which they will need in managing educational establishments both now and in the future.This volume forms part of the Leadership and Management in Education series. This four book series provides a carefully chosen selection of high quality readings on key contemporary themes in educational management: professional development, reflection on practice, leadership, team working, effectiveness and improvement, quality, strategy and resources. The series will be an important resource for classroom teachers and lecturers as well as those holding designated management posts in schools and colleges and will provide a valuable basis for professional development programmes.
Being A Teacher In Higher Education (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by Peter KnightBeing A Teacher in Higher Education draws extensively on research literatures to give detailed advice about the core business of teaching: instruction, learning activities, assessment, planning and getting good evaluations. It offers hundreds of practical suggestions in a collegial rather than didactic style.This is not, however, another book of tips or heroic success stories. For one thing Peter Knight appreciates the different circumstances that new, part-time and established teachers are in. For another, he insists that teaching well (and enjoying it) is as much about how teachers feel about themselves as it is about how many slick teaching techniques they can string together. He argues that it is important to develop a sense of oneself as a good teacher (particularly in increasingly difficult working conditions); and it is for this reason that the final part of this work is about career management and handling change.This is a book about doing teaching and being a teacher: about reducing the likelihood of burn-out and improving the chances of getting the psychic rewards that make teaching fulfilling. It is an optimistic book for teachers in universities, many of whom feel that opportunities for professional fulfilment are becoming frozen.
Departmental Leadership in Higher Education (UK Higher Education OUP Humanities & Social Sciences Higher Education OUP)
by Peter Knight Paul TrowlerThis book is primarily aimed at those who have, or will have, a role in leading departments or teams in higher education institutions. It examines the ways in which mainstream leadership thinking does - and does not - apply to departments and teams in HEIs and suggests that departmental leadership is critical to institutional well-being. A series of substantive chapters explores assessment, learning and teaching, research and scholarship, administration and continuing professional development, and the final chapter discusses the ways in which individuals learn how to lead. The book offers a way of looking at the practice of leading rather than presenting a selection of tips or tools for leadership, but is studded with fascinating views from departmental leaders and extensive practical advice.
Assessing Technology (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Richard KimbellHow did the development of assessment practices influence the emerging technology curriculum?How does practice in the UK compare to practice in the USA, Germany, Taiwan and Australia?For thirty years the UK has been evolving a distinctive technology curriculum. In part one of this book Richard Kimbell explores the thorny issues of assessment that have been raised by - and that helped to define - the technology curriculum in the UK. Richard writes as an 'insider' who was closely involved in the evolution of GCSE, in the battles that characterised the development of national curriculum assessment, and in the single biggest research venture in the assessment of technology - the Assessment of Performance Unit project of 1985-91. He analyses the successes and the mistakes and brings these together (in chapter 6) into a series of lessons that we should have learned about technology and about assessment.In part two, Richard presents four vignettes of curriculum and assessment practice in technology from the USA, Germany, Taiwan and Australia. In each case the education system, the technology curriculum and its associated assessment practices are outlined. Thereafter - in the final chapter, Richard brings together the lessons learned in the UK with those that might reasonably be learned from practice in the four case study nations.
New Structure of School Improvement (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Bruce Joyce Emily Calhoun David HopkinsSelf renewing schools where students and staff are involved in ongoing inquiry has long since been an ideal in education. However, this goal has not proved readily achievable. The authors of this book regard this as a challenge which can be confronted positively, believing that enough knowledge exists to develop a fresh structure of school improvement - and one which is likely to succeed. The book draws upon the considerable body of research on successful and unsuccessful school improvement programs to generate a practical strategy for school improvement that can be used by schools, school districts and local education authorities, and policymakers with a high probability of success. The heart of the strategy is an inquiry process centered on the continuous study of student learning and the creation and study of initiatives to enhance student achievement in academic, personal and social domains. The school as a workplace is altered dramatically with the inclusion of study time for teachers, continuous staff development and the organization of a governance structure which includes school staff, parents, community agencies, business partners and local district or education authority personnel. This timely and important book is vital reading for anyone with an interest in improving schools and the quality of education today.
Teaching the Primary Curriculum (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Jane Johnston Mark Charter Derek Bell* What is good teaching and learning in the primary school?* How can teachers manage the whole curriculum and still educate the whole child and raise standards?* How can teachers be in critical dialogue with each other and with the curriculum in their search for improvement?* What is the role of the teacher in the new primary curriculum?This wide ranging book seeks to address these questions and to provide a comprehensive overview of the whole primary curriculum. It aims to develop teaching throughout primary education and to support teachers in the effective delivery of the curriculum. There is a particular focus on recent changes in primary education. The contributors consider how teaching methodologies need to adapt to these changes to meet the needs of children and raise standards in school. Throughout the book, emphasis is placed on effective teaching and learning methodologies, the importance of quality interaction in the classroom, the role of the teacher in teaching and learning and the experience of the child. Exemplars of good teaching are provided in each chapter, as well as thought provoking ideas for good practice.
Supporting Early Learning - the Way Forward (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Vicky HurstHow can we ensure that all young children have access to a high quality education?What does an appropriate curriculum for children between birth and age 6 look like in practice?How best can nursery nurses, playgroup leaders, teachers and childminders work with parents to enhance children's education?This sympathetic and accessible text seeks to answer these questions and to provide guidance for adults working with young children in a variety of formal and informal settings. The book focuses on improving the effectiveness of early education. The authors emphasise that children from birth to age six have particular developmental needs and argue that those working with young children are most likely to meet these needs if they approach their work developmentally. This means offering children educational opportunities within the framework of an integrated and developmentally appropriate curriculum. In this way, young children will acquire social skills, attitudes and dispositions, as well as subject knowledge, in ways which more closely match their individual capabilities and levels of attainment.The book will be valuable reading for all concerned with the care and education of young children - parents, teachers, nursery nurses, childminders and playgroup leaders.
Numeracy and Beyond (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Martin Hughes Charles Desforges Christine Mitchell Clive CarreOne of the fundamental problems in education is that of applying skills and knowledge which learners have gained in one context to problems they encounter in another. This is particularly so in mathematics, where the problems encountered by learners in applying mathematical knowledge are well documented.Using and applying mathematics has been a central component of the National Curriculum in mathematics. However, the National Numeracy Strategy has adopted a new approach, in which 'using and applying' is integrated throughout the mathematics curriculum. This book aims to help teachers develop their understanding and practice in this crucial area. It is based on the findings of a major research study, funded by the Nuffield Foundation, in which a group of primary teachers worked closely with the research team to develop their thinking and practice. The book provides a clear conceptual analysis of the problem of application, together with extensive examples of ways in which teachers can address it in their classrooms at Key Stages 1 and 2. A novel feature of the book is that it includes first-hand accounts of practice in Japanese classrooms, and outlines what teachers in the UK and elsewhere may learn from Japanese methods.
Teaching and Learning Science (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Derek HodsonThis book extends and unifies recent debate and research about science education in several disparate fields, including philosophy of science, cognitive psychology and motivation theory. Through an approach based on the personalization of learning and the politicization of the curriculum and classroom, it shows how the complex goal of critical scientific literacy can be achieved by all students, including those who traditionally underachieve in science or opt out of science education at the earliest opportunity.Current thinking in situated cognition and learning through apprenticeship are employed to build a sociocultural learning model based on a vigorous learning community, in which the teacher acts as facilitator, co-learner and anthropologist. Later chapters describe how these theoretical arguments can be translated into effective classroom practice through a coherent inquiry-oriented pedagogy, involving a much more critical and wide-ranging use of hands-on and language-based learning than is usual in science education.
Supporting Drama and Imaginative Play in the Early Years (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Lesley HendyWritten for the wide range of practitioners working with young children, this book gives guidance on both the theory and the practical management of drama in the Early Years. The relationship between 'pretend play' and the cognitive and affective development of young children is emphasised, having much to inform us about the children in our care. Major themes are children's need to experience quality talk and their engagement in narrative through story-making.The authors have a wide range of experience in Early Years teaching and in teacher training. Through their work, they are aware of the importance of drama for the development of the young child. Parents and practitioners are encouraged to explore drama activities and examples are given of fantasy play taken from pre-school, nursery and infant settings.All those involved with Early Years can discover that engaging children in dramatic activity is both a natural form of behaviour and a powerful learning medium.
Organizational Effectiveness and Improvement in Education (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Nigel Bennett Alma Harris Margaret PreedyThis book focuses upon the relationship between effectiveness and improvement in schools and colleges. The main theories and research findings concerning organizational effectiveness and improvement are brought together within this single volume. The book aims to provide an understanding of the way in which organizational effectiveness is conceptualized, measured and realized in practice. It also explores the ways in which change associated with organizational improvement is effectively managed. The emphasis throughout the book is upon making theory accessible and of practical use to those concerned with organizational effectiveness and improvement. It will assist practitioners and managers to understand how improvement can be initiated, managed and sustained at all levels within the organization.This volume forms part of the Leadership and Management in Education series. This four book series provides a carefully chosen selection of high quality readings on key contemporary themes in educational management: professional development, reflection on practice, leadership, team working, effectiveness and improvement, quality, strategy and resources. The series will be an important resource for classroom teachers and lecturers as well as those holding designated management posts in schools and colleges and will provide a valuable basis for professional development programmes.
Learning About Education (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by David HamiltonThis is an introductory text for students of education and will be of interest to those concerned about the future of education and schooling. It focuses upon the role that education and schooling have played in the creation, maintainance and transformation of the human species. It also considers the negative and positive consequences of schooling and education. The book invites readers to draw their own conclusions from many of its arguments.
Development of Independent Reading (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Peter Guppy Margaret HughesListening to children read, both at home and at school, has long been regarded as a vital element in the teaching of reading. However, it is a practice which is rarely examined in any detail. This book shows why it is not enough just to 'Hear Readers' and demonstrates how adult interventions should change as children's reading develops through five distinct but overlapping stages. This book explains the central importance of cues - those providers of the information which a reader uses to solve a problem word - and redefines 'the basics' by identifying the three permanent components of reading - 'Reading The Lines', 'Between The Lines' and 'Beyond the Lines'. The authors outline practical classroom activities to help children develop competence in balancing cues, highlighting the integration of meaning and phonics. This accessible book will be an invaluable resource for all adults involved in teaching reading. It provides a rationale for good practice and offers practical and adaptable materials which can be used to support initial training, Inset, workshops for classroom helpers, and parent-meetings.
Educational Research For Social Justice: Getting Off The Fence (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Morwenna GriffithsThis is a book for all researchers in educational settings whose research is motivated by considerations of justice, fairness and equity. It addresses questions such researchers have to face. Will a prior political or ethical commitment bias the research? How far can the ideas of empowerment or 'giving a voice' be realised? How can researchers who research communities to which they belong deal with the ethical issues of being both insider and outsider?The book provides a set of principles for doing educational research for social justice. These are rooted in considerations of methodology, epistemology and power relations, and provide a framework for dealing with the practical issues of collaboration, ethics, bias, empowerment, voice, uncertain knowledge and reflexivity, at all stages of research from getting started to dissemination and taking responsibility as members of the wider community of educational researchers.Theoretical arguments and the realities of practical research are brought together and interwoven. Thus the book will be helpful to all researchers, whether they are just beginning their first project, or whether they are already highly experienced. It will be of great value to research students in designing and writing up their theses and dissertations.
Transference And Projection
by Jan Grant Jim CrawleyThis book describes, defines and demonstrates the clinical applications of transference and projection and how they are used by psychotherapists as 'mirrors to the self' - as reflections of a client's internal structure and core ways of relating to other people. There is an emphasis on understanding transference as a normal organizing process that helps individuals make sense of interpersonal experiences. There is also a focus on how to respond effectively to transference and projection in the day-to-day practice of counselling and psychotherapy. Comprehensive coverage of the ways in which the major schools of psychotherapy understand and utilize such phenomena is also provided. Theoretical principles are illustrated by lively clinical anecdotes from the authors' own psychotherapy practices.Transference and Projection is aimed at advanced undergraduate and postgraduate students of psychotherapy, counselling, counselling psychology and clinical psychology. It will also be of interest to therapy students in professional training courses and experienced clinicians who want to know more about this aspect of psychotherapy.
Racism and Antiracism in Real Schoolsa (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by David GillbornHow are 'race' and racism implicated in education policy and practice?What does effective antiracism look like in practice?How can teachers and school students be encouraged to think critically about their racialized assumptions and actions?In exploring these questions David Gillborn makes a vital contribution to the debate on 'race' and racism in education. He focuses on racism in the policy, research, theory and practice of education, and includes the first major study of antiracism at the level of whole-school management and classroom practice. The voices of teachers and school students bring the issues to life, and illustrate the daily problems of life in urban schools. This is a fascinating picture of the key matters facing managers, classroom teachers and their students as schools struggle to develop strong and workable approaches to anti-racist education. It is accompanied by a critical review of current debates and controversies concerning 'race', ethnicity and identity.Arguing for a critical return to the concept of 'race', Racism and Antiracism in Real Schools represents an important addition to the literature on the theory and practice of education in a racist society.
Successful School Improvement (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Michael FullanThis book examines the powerful concept of implementation - or what actually happens in practice when innovations or reforms are attempted - by demonstrating its uses in a variety of policy and programme applications.
Creativity in Primary Science (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Jenny Frost* How do primary teachers incorporate all the facets of science in their teaching?* How do primary teachers plan and replan their science teaching in the light of how children are learning?* How do primary teachers retain lively and imaginative science teaching within the constraints of a specified curriculum?This book is about the very best of primary classroom practice in science; six teachers, six schools, six science topics, with children from ages five to eleven years. The teaching and children's learning are described in a straightforward style, richly illustrated by pen and ink drawings made from photographs, and by examples of children's work.The author has provided a commentary on the particular classroom examples by linking them to a wider discussion of science in primary schools and by sharing the teachers' own rationale for their decisions.The book was written initially for beginning teachers, but experienced teachers who reviewed the drafts, welcomed the combination of 'real' classroom examples coupled with a more theoretical commentary. Above all, they welcomed the essence of the book which, as the opening sentence indicates, is "about creativity in teaching and a celebration of the skills and expertise of primary teachers in the area of science."The book will be invaluable reading for both trainee and practising primary school teachers.
Foundations of Learning (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Julie FisherThe introduction of the Foundation Stage for children age three to becoming six has had a profound impact on policy and practice in early education in the UK. The choice of the word 'foundation' to describe this first stage of learning has emphasised the importance of children's earliest experiences in underpinning all their subsequent attitudes and achievements. In this innovative and challenging book, Julie Fisher has brought together some of the country's leading early years specialists to explore how educators can establish firm foundations for young children's learning. The themes in the book are stimulated by the metaphor of 'foundations', with an introduction by an architect who explains the principles of establishing firm foundations for buildings. Each of these established engineering principles is then creatively explored from an educational perspective as the authors seek to question how the foundations laid for buildings can offer fresh insights into the principles for creating firm foundations for learning.
Reading at University (UK Higher Education OUP Humanities & Social Sciences Study Skills)
by Gavin Fairbairn Susan FairbairnReading as a student demands new skills and new disciplines.Students must read. They must read to inform themselves about the subjects they are studying and to allow them to write assignments, reports and dissertations. Though most students can read fairly well, few can make as much or as efficient use as possible of the time they devote to reading for academic purposes.Many guides to study offer a pot pourri of techniques for improving reading skills. None gives as full a treatment of this essential and underpinning area of academic life as Reading at University.The authors believe that students must change both the ways in which they read and the ways in which they think about reading. This book offers effective and efficient strategies for fulfilling students' reading and study potential.
Failing Boys? (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Debbie EpsteinFailing Boys? Issues in Gender and Achievement challenges the widespread perception that all boys are underachieving at school. It raises the more important and critical questions of which boys? At what stage of education? And according to what criteria?The issues surrounding boys' 'underachievement' have been at the centre of public debate about education and the raising of standards in recent years. Media and political responses to the 'problem of boys' have tended to be simplistic, partial, and owe more to 'quick fixes' than investigation and research. Failing Boys? provides a detailed and nuanced 'case study' of the issues in the UK, which will be of international relevance as the moral panic is a globalised one, taking place in diverse countries. The contributors to this book take seriously the issues of boys' 'underachievement' inside and outside school from a critical perspective which draws on the insights of previous feminist studies of education to illuminate the problems associated with the education of boys.This will be a key text for educators, policy makers, students and teachers of education, sociology, gender studies and cultural studies and others interested in gender and achievement.