Originally published in 1978, Schools in an Urban Community is an ethnography of the Carbrook and Hill Top area of the Attercliffe district of Sheffield before it was cleared for redevelopment. The book provides an in depth look at the community and schools of the area and provides a valued contribution to the field of social history. Using interviews with former pupils, log books and questionnaires from the local community, the book provides a valuable resource for educationists and urban historians, as well as providing a detailed examination of the relations between school and community.

Contents:
1. Poverty, Ethnicity and Achievement in American Schools: Bruce J. Biddle; 2. First Person Plural: Education as Public Property: Peter W. Cookson Jr; 3. Poverty, Welfare Reform, and Children's Achievement: Greg J. Duncan and Jeanne Brooks-Gunn; 4. Linking Bordieu's Concept of Capital to the Broader Field: The Case of Family-School Relationships: Annette Lareau; 5. Defensive Network Orientations as Internalized Oppression: How Schools Mediate the Influence of Social Class on Adolescent Development: Ricardo D. Stanton-Salazar: 6. Family Disadvantage, The Self, and Academic Achievement: David DuBois; 7. Policy, Poverty and Capable Teaching: Assumptions and Issues in Policy Design: Michael S. Knapp; 8. Social Class, Poverty and Schooling: Social Contexts, Educational Practices and Policy Options: Peter M. Hall

Education as a concept has long been taken for granted. Most people immediately think of schools and colleges, of classes and exams. This volume aims to highlight non-formal education (NFE) in its various forms across different historical and cultural contexts. Contributors draw upon their experience as educators and researchers in comparative education and sociology to elucidate, compare, and critique NFE in Asia, Europe, Latin America, and the USA. By mapping out NFE's forms, functions, and dynamics, this volume gives us the opportunity to reflect on the myriad iterations of education to challenge preconceived limitations in the field of education research. Only by expanding the focus beyond that of traditional schooling arrangements can we work towards a more sustainable future and improved lifelong learning. This book will appeal to researchers interested in non-formal education and comparative education.

In 1889 Frederick Rea arrived from the Midlands to teach in South Uist, at that time one of the poorest places in the Outer Hebrides. Roads were often no more than rough tracks across the mountain moorland or over the storm-swept machair, and his Gaelic-speaking pupils were often frozen and starving. In this extraordinary book, he recounts the years he spent in this remote corner of Scotland, where he was welcomed with uncommon kindness and generosity by the islanders, who found him to be a sincere, conscientious man and an excellent teacher. The book also reveals Rea's keen powers of observation as he describes the lonely, ruggedly beautiful landscape and the customs and lifestyle of the people. Frederick Rea treasured his memories of South Uist for the rest of his life, and his love and respect for the islands and islanders is wonderfully conveyed in this vivid testament.

This text covers the range of equality issues in school level education from the perspective and needs of educators, trainee teachers and students of education. It uses a blend of issues, concepts, facts and research to open up key issues and consider policy developments in the field. Each contributor addresses a different equality issue.

This book covers the range of equality issues in school level education from the perspective and needs of educators, trainee teachers and students of education. Accessible yet broad ranging, it uses a distinctive blend of issues, concepts, facts and research to open up key issues and consider policy developments in this field.The authors each tackle a different equality issue. The result is a book that makes the conceptual background to equality accessible and provides trainee and practicing teachers with a guide to the day-to-day issues they face.

This volume examines the lives of young adolescents in Japanese middle schools, focusing on the dynamics of school, family, and social life, and explores the change from child to adolescent that takes place in the middle school years.
The book discusses several themes which play a major role in how Japanese adolescents deal with school, academic pressure, social maturation, social hierarchy, personality development, and the development of gender identity.
Students of varying economic, family, and social backgrounds tell their stories. In describing and analyzing the lives of middle school students, Drs LeTendre and Fukuzawa offer the reader a new perspective on Japanese education and society that demonstrates the successes and problems faced by Japanese students, parents, and teachers.

Tried-and-tested by specialist educational consultants Hay Management Consultants, this volume will help head teachers and subject leaders make the most out of performance management in their schools.

The government's insistence that each school in England (whether primary or secondary) implements a performance management system has lead schools to see this imposition as yet another bureaucratic chore.

This volume shows how performance management can be turned to a school's advantage to improve teaching and school performance. Highly practical in tone, the book shows how schools can turn a government imposition into an opportunity for realistic and tangible improvement.

Education is becoming more competitive - choice in education is now a key issue. This book will help parents, schools, colleges, universities and policy makers understand how education and training markets work. Choosing Futures offers a wide ranging perspective on how young people, and their parents, make choices as they travel through a lifetime of education and training. The authors challenge traditional views of how choices are made of primary school, secondary school, college, university and career, which assume that choices are rational and objective. Instead this book reveals how choices depend upon a range of factors:
*young people's personal experiences
*individual and family histories
*perceptions of education and careers.
The book compares choice for 5 to 11 year olds, and for 16 and 18 year olds; drawing out models of the decision making process, and at the same time the consequences on schools, colleges and individuals of 'enhanced choice'.

This book addresses one of the most urgent questions in American society today, one that is currently in the spotlight and hotly debated on all sides: Who shall rule the schools--parents or educators?
"School Choice or Best Systems: What Improves Education?" presents an overview of research and practical applications of innovative--even radical--school reforms being implemented across the United States. These fall along a continuum ranging from parental choice to best systems. At the one extreme are schools of choice, which allow parents to choose and even govern schools for their children. These include charter schools, traditional private and parochial schools, schools that are privately governed but publicly funded through vouchers, and those that are funded by private scholarships provided by both corporations and wealthy individuals. At the other extreme are centralized state or district systems, based on reform initiatives and new systems of education that have been developed in response to views of citizens and legislators that schools can do much better. These schools, which specify uniform goals, policies, and programs for each school, are highly innovative systems based on research or representing advanced thinking about what works, and have attracted wide interest.
Important questions related to schools of choice and best systems are addressed: How can we choose among schools of choice and best systems? Among the various approaches within each of these alternatives? How can we understand their guiding principles and operational practices? What results do they produce? How can we evaluate their claims? In choosing among the alternatives, how should issues of student achievement, accountability, costs, feasibility, and equity be factored in?
This volume brings together leading researchers and education leaders who have carried out the latest studies and advances in the field, providing a forum for them to set forth the arguments and evidence that will be most helpful in making choices for tomorrow's schools. It does not provide a single right answer--values and preferences differ across parents, schools, districts, and states. However, there are benefits for all from seeing the rigorous research, challenging thinking, and alternate points of view this volume presents.

A discussion of the schooling of ethnic minority children and youth. The issues covered include: identity and school adjustment - revisiting the acting white assumption; a triarchic model of minority children's school achievement; analyzing cultural models and settings; and more.

Education is becoming more competitive - choice in education is now a key issue. This book will help parents, schools, colleges, universities and policy makers understand how education and training markets work. Choosing Futures offers a wide ranging perspective on how young people, and their parents, make choices as they travel through a lifetime of education and training. The authors challenge traditional views of how choices are made of primary school, secondary school, college, university and career, which assume that choices are rational and objective. Instead this book reveals how choices depend upon a range of factors:
*young people's personal experiences
*individual and family histories
*perceptions of education and careers.
The book compares choice for 5 to 11 year olds, and for 16 and 18 year olds; drawing out models of the decision making process, and at the same time the consequences on schools, colleges and individuals of 'enhanced choice'.

Originally published in 1990. The rapid decline in the birth rate in the 1970s and the resulting fall in school rolls had a dramatic effect on the curriculum, staffing, organization and management of schools. This book focuses on the national and local politics surrounding school closures, amalgamations and the replacement of sixth forms with tertiary colleges. The author illuminates the changing politics of education through an analysis based on research in LEAs including Birmingham and Manchester. He explores the roles of central government, local education authorities and the politics of increased parental choice. The book shows how spare capacity in schools captures the political struggle between those concerned to protect the post-war tradition of educational opportunity for all and the New Right who want to seize the chance to place schools in the market place, expanding consumer choice and public accountability.

Contents:
1.From Here to Integrity ron Best, Chris Watkins and Caroline Lodge 2.Integrity and Uncertainty - Why Young People Need Doubtful Teachers Guy Claxton 3.The Child Tricia David 4.Curriculum for the Future Ian Barr and Margaret McGhie 5.'Now just compose yourselves' - Personal Development and Integrity in Changing Times Chris Watkins 6.Stand and Deliver - The Teacher's Integrity? John Sullivan 7.Schools as Places of Learning and Integrity Caroline Lodge 8.Family Relationships, Learning and Teachers - Keeping the Connections Neil Dawson and Brenda McHugh 9.Prospective Institutional Inequities, Interculturalism and Education in Britain Jagdish Gundara 10.Schools for Communities John MacBeath 11.Policy and Governance John Tomlinson 12.And How Will We Get There From Here? Chris Watkins, Ron Best and Caroline Lodge

This book explores images of schoolteachers in America from the beginning of the 20th century to the present, using a wide range of approaches to scholarship and writing. It is intended for both experienced and aspiring teachers to use as a springboard for discussion and reflection about the teaching profession and for contemplating these questions:
What does it mean to be a teacher?
What has influenced and sustained our beliefs about teachers?

New in the second edition
* The focus is shifted to the teaching profession as the 21st century unfolds.
* The volume continues to explore teacher images through various genres--oral history, narrative, literature, and popular culture. In the second edition, the authors place more emphasis on the social-political context that has shaped teachers' daily experiences and the teaching profession itself. In the study of teacher images and schooling, the essays draw from feminist research methods and the critical tradition in educational inquiry to probe issues of power and authority, race, social class, and gender.
* The emphasis is on the multidimensionality of teacher images rather than normative characterizations.
* Six totally new chapters have been written for this new edition: an "invented interview" spanning 100 years of school teaching; portraits of progressive activist teachers; an exploration of teachers in fiction for young adults; a retrospective of the satirical cartoon show, "The Simpsons"; a study of crusading and caring teachers in films; and an overview of progressive classroom practices in "the new millennium." Seven chapters have been thoroughly revised to reflect current scholarship and the authors' evolving knowledge and interests.

Inclusive education refers to the incorporation of special needs classes and pupils into mainstream education. It is a key movement in school level education across the world. This volume provides overviews and approaches to inclusive education from around the world. It defines the philosophical, political, educational and social implications of inclusion, and maps out the dilemmas facing its successful implementation.

This book investigates the anti-semitic foundations of Nazi curricula for elementary schools, with a focus on the subjects of biology, history, geography, race hygiene and literature. The author argues that any study of Nazi society and its values must probe the education provided by the regime in order to understand how the official knowledge of the state was circulated and legitimized.
Anti-Semitism and Schooling under the Third Reich chronicles an extreme case of what happens when schools are put in the service of a political and racial agenda. Schools, according to Wegner, play a major role in advancing ideological justifications for mass murder, and in legitimising a culture of ethnic and racial hatred. Using a variety of primary sources, Wegner provides a vivid account of the development of Nazi education.

Schools are often portrayed as being resistant to change, unwilling to teach new material and incapable of organizing themselves in different ways. Hedley Beare argues that there have been changes in the patterns of schooling in recent years but increasingly radical changes are expected due to advances in information technology. These changes are coming, he says, whether schools are "ready or not". This book is based on the changes a five year-old, Angelica will see in her lifetime. It is divided into two parts: the first describes how schools are viewed by society; the second considers practical responses that schools can make to keep up with change. It predicts that the career of teaching will change and the work of the professional educator will differ significantly from what has been the traditional teaching role in schools of the 20th century. The book addresses principals, senior members of school staff, teachers, governors and policy makers and aims to open up the reader's awareness to the profound shift in society and how society views its schools.

Published to coincide with the launch of the National College for School Leadership (NCSL), this work challenges the notion that there is "one right way" to approach school leadership. Presenting the key policies and approaches to organization and management of 14 successful school leaders from the UK and internationally, the book seeks to reflect the diversity of approaches that are possible in given situations, and to act as a guide for anyone facing the challenges of leadership in education today. It has a focus on generic and transferable factors.

Developed in response to the growing interest in examining individual schools as they undergo change, this book features eight case studies of urban elementary and high schools as they face problems and attempt to find solutions in their quest to reform themselves. The cases, with all their pitfalls and problems, provide examples of the very bumpy road of change and of the individual school cultures that sometimes support and often impede reform. Told in the individual voices of various school leaders, the narratives reflect the inevitable biases of people immersed in their work. Their richness derives from the passion with which these stories are told. Textured and complex, these chronicles invite readers to think deeply about the many layers involved in the process of changing schools.
"School Leadership in Times of Urban Reform" is a powerful text for courses in educational leadership, school reform, and the politics of education. Engaging pedagogical features at the end of each case facilitate its use:
*Each case ends with an "Analysis of Leadership" section and "Extended Thinking" questions and activities.
*Sections 2-5 conclude with "Reflections" to help the reader uncover the major themes and issues.
Section 1 is an introductory analysis of reform and school leadership; it provides a frame of reference for examining the case studies that follow. Sections 2-5 are organized around eight case studies (two per section) that address questions of how the leadership roles of school principals and teachers have been shaped by the reform initiative; how parents and local communities have contributed to school reform; and how the culture of the school, and teaching and learning, have been shaped by reform. The final section synthesizes and analyzes what the authors have learned through these cases concerning the leadership roles of principals, parents, community members, and teachers during the period of reform; how the cultures of schools changed as reform progressed; and how reform impacted the instructional practices of teachers and the learning of students.

This book helps readers to improve the development of ICT capability through understanding the factors at work in whole school contexts. Based on research that examined schools' approaches to the development of pupils' ICT capability and identified the factors which lead to success, it provides practical advice, but with clear justifications in terms of well-researched principles and illustrations. It covers issues specific to both primary and secondary phases of education together with a range of common concerns and will be of use to practitioners and school staff involved in planning and delivering ICT training. This title will therefore provide readers with: Greater understanding or personal ICT capability Knowledge of effective management, teaching methods and co-ordination strategies for ICT Understanding of the importance of a whole school approach

eBook available with sample pages: 020313222X

This fascinating book is based on the changes to schooling that a five year-old, Angelica will see in her lifetime. It is divided into two parts: the first describes how schools are viewed by society; the second considers practical responses that schools can make to keep up with change. Creating the Future School predicts that the career of teaching will change and the work of the professional educator will differ significantly from what has been the traditional teaching role in schools of the twentieth century. The book addresses principals, senior members of school staff, teachers, governors and policy makers and aims to open up the reader's awareness to the profound shift in society and how society views its schools.

School exclusion is becoming increasingly viewed as being out-dated and misguided and almost all practitioners and leaders are committed in inclusion. However, many schools aiming for full inclusion can find it difficult "not" to "exclude" some students. This book shows teachers and managers how five schools have successfully implemented policy and practice to avoid excluding any students. Based around five in-depth case studies (four secondary and one primary), the book describes positive strategies for preventing children from being excluded. The book begins with a look at different definitions and levels of school exclusion, identifies the different reasons for exclusion and the individuals and groups who tend to suffer most from being excluded. The editors go on to specify positive alternatives to the issue of school exclusion. The book is based upon a major research project undertaken at the School of Education, University of Cambridge. It includes detailed case studies from both the primary and secondary sector.

National Curriculum: National Disaster? looks beyond the classroom and discusses the way in which the infrastructure of school codes of conduct, the physical environment of school sites and the hierarchy of human resources within schools impact on the aims and reality of the National Curriculum. An alternative skills-based educational programme is also outlined which may be more likely to fulfil the expectations that many parents now hold for the education of their children.

As we approach the end of the millenium, "citizenship" has become a lens through which commentators have viewed the whole range of social, political and ethical issues. This book looks at how schools prepare pupils to become citizens, what kind of citizens they intend to develop, and how successful schools are in their aims. While it focuses on the lack of opportunities for 14-16 year olds to develop the attributes of contemporary citizenship within the present UK state education system, the argument applies to any educational system that has a statutory, content-based rather than skill-based curriculum.