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.

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.

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.

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 volume--the first edited book on the education of Puerto Ricans written primarily by Puerto Rican authors--focuses on the history and experiences of Puerto Rican students in the United States by addressing issues of identity, culture, ethnicity, language, gender, social activism, community involvement, and policy implications. It is the first book to both concentrate on the education of Puerto Ricans in particular, and to bring together in one volume, the major and emerging scholars who are developing cutting-edge scholarship in the field.
"Puerto Rican Students in U.S. Schools: "
* features both scholarly chapters (conceptual and research studies) and reflective essays, as well as two poems,
* combines broad overview studies with classroom practice and social action, and
* includes chapters that trace the history of the education of Puerto Ricans in U.S. schools in general and its history in New York City, and one chapter on return migrants.

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.

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

The evil prosthesis of Captain Hook, the comical speech of Porky Pig, and the bumbling antics of Mr. Magoo are all examples of images in our culture which can become the basis of negative attitudes and subliminal prejudice towards persons with disabilities. These attitudes influence and underlie discriminatory acts, resulting in negative treatment and segregation. A teacher's ability to recognize and counter such images may well determine the success of inclusion and mainstreaming programs in our schools and society. Well-researched and well-written, this book offers practical guidance as grounded in solid research to schools that are wrestling with how to mainstream children with disabilities.

International schools are widespread throughout the world. This work tackles the issues that staff and management of these schools need to address in order to ensure that their teaching and organization is of a high standard and quality. Based on the editors' work and experience at the Bath University Centre for the Study of Education in an International Context, the book contains a wide range of contributions from international school experts around the world, who examine the issues affecting all international schools, regardless of country.

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.

This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book--all internationally recognized scholars in their respective fields--were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory, and discourse theory. The work is distinguished by the caliber of the contributors, the significance of the topics addressed in the current era of reform in mathematics education, and the diversity of perspectives taken to a common set of themes and issues.
The book is intended for those who are seeking to expand their understanding of the complexity of learning in order to enhance the learning experiences students have in schools, primarily researchers, instructional designers, and graduate students in mathematics education, as well as those in other fields including science education, instructional design in general, discourse theory, and semiotics.

This volume grew out of a symposium on discourse, tools, and instructional design at Vanderbilt University in 1995 that brought together a small international group to grapple with issues of communicating, symbolizing, modeling, and mathematizing, particularly as these issues relate to learning in the classroom. The participants invited to develop chapters for this book--all internationally recognized scholars in their respective fields--were selected to represent a wide range of theoretical perspectives including mathematics education, cognitive science, sociocultural theory, and discourse theory. The work is distinguished by the caliber of the contributors, the significance of the topics addressed in the current era of reform in mathematics education, and the diversity of perspectives taken to a common set of themes and issues.
The book is intended for those who are seeking to expand their understanding of the complexity of learning in order to enhance the learning experiences students have in schools, primarily researchers, instructional designers, and graduate students in mathematics education, as well as those in other fields including science education, instructional design in general, discourse theory, and semiotics.

First Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

This volume--the first edited book on the education of Puerto Ricans written primarily by Puerto Rican authors--focuses on the history and experiences of Puerto Rican students in the United States by addressing issues of identity, culture, ethnicity, language, gender, social activism, community involvement, and policy implications. It is the first book to both concentrate on the education of Puerto Ricans in particular, and to bring together in one volume, the major and emerging scholars who are developing cutting-edge scholarship in the field.
"Puerto Rican Students in U.S. Schools: "
* features both scholarly chapters (conceptual and research studies) and reflective essays, as well as two poems,
* combines broad overview studies with classroom practice and social action, and
* includes chapters that trace the history of the education of Puerto Ricans in U.S. schools in general and its history in New York City, and one chapter on return migrants.

Revised and updated for the second edition, this practical guide covers all aspects of the headteacher's management role. It includes case studies throughout, together with new material on the NPQH, IT and ICT, curriculum changes and school development.

Research has shown that there is a correlation between academic achievement and the strength of community life and awareness within a school. The aim of this book is to introduce communitarian thought to classroom teachers and to those working in education. The book contextualizes the current debates within education around the many topical ideas being developed by communitarian thinkers, including: character-building; the role of parents; the community and the individual; values education and citizenship; community education; standards and ethos in schools. Throughout, the book makes specific reference to the practical implications for both primary and secondary schools as well as for further education colleges.

Series Information:
RoutledgeFalmer Studies in International and Comparative Education

Sambach brings together an ethnograhic study of a school and community in East Africa. Stambach focuses on the role school plays in the development of the children's identity and relationships to their parents and community, as well as in the development of the region. At issue here are the competing influences of Western modernity and the cultural traditions of East Africa-ideas about gender roles, sexuality, identity, and family and communal obligations are all at stake. Stambach looks at the controversial practice of female circumcision in the context of school and community teachings about girls' bodies and examines cultural signifiers like music, clothing and food to discuss the tensions in the region.

Mentoring is a compulsory teaching requirement. This volume provides a practical and up-to-date mentoring guide for all practising mentors working in schools at primary and secondary levels, as well as those responsible for initial teacher training.

A practical guide to fund-raising for schools. Funding for schools from the customary sources has become more difficult and schools are having to raise funds through schemes involving community and commercial support. This guide explains everything that schools need to know about funding, including;
*researching funds available
*commercial funding
*government funding
*European funding initiatives
*business sponsorships
*how to enter local partnerships
*writing a bid
*making and maintaining contacts
*paperwork
*legalities
*staffing the funding team
*target-setting and monitoring
*the governing body's role.

eBook available with sample pages: 0203133544

Contents:
1 The Consequences of Truancy 2.Types of Truants and Incidence 3.Types of Truancy 4.The Causes of Truancy: Social Perspectives 5.The Causes of Truancy: Psychological Indices 6.Educational Causes of Truancy 7.Government Initiatives 8.School Based Initiatives 9.Whole-School Approaches to Reducing Truancy 10. Improving School Attendance 11.Teachers, Teaching and Truancy 12.Tackling Truancy: Records of Achievement and Work Placement Schemes 13.OFSTED: Guidelines on Attendance and Truancy 14. Parents and Truancy 15.Education Welfare Service

An ethnographic study of a school and community in East Africa focusing on the role school plays in the development of the children's identity and relationships to their parents and community, as well as in the development of the region.

This volume presents the view that what matters most are learning processes in organizations and ways of enhancing the sophistication and power of these processes. Each contributor, therefore, explicitly addresses the meaning(s) of organizational learning which they have adopted themselves.