First published in 1924, Which School? brings together in one volume a wealth of essential information aimed at guiding parents through the process of choosing the right independent school. The editorial section includes articles written by experts in their field. There are profiles of more than 100 featured schools. The directories are sorted by region and county and provide contact information, fees and pupil numbers. The appendix provides up-to-date information about the examinations and qualifications available. There is also a section giving basic details about the many varied and useful organisations in the education field. This guide is partnered with www.schoolsearch.co.uk

'The girls' boarding school! What a ripe theme for the most observant verbal artist in our midst today - the absurdly undersung Ysenda Maxtone Graham, who has the beadiness and nosiness of the best investigative reporter, the wit of Jane Austen and a take on life which is like no one else's. This book has been my constant companion ever since it appeared' A. N. Wilson, Evening Standard When I asked a group of girls who had been at Hatherop Castle in the 1960s whether the school had had a lab in those days they gave me a blank look. 'A laboratory?' I expanded, hoping to jog their memories. 'Oh that kind of lab!' one of them said. 'I thought you meant a Labrador.' 'The cruel teachers. The pashes on other girls. The gossip. The giggles. The awful food. The homesickness. The friendships made for life. The shivering cold. Games of lacrosse, and cricket. 'The most brilliant, hilarious book. My book of the year' India Knight 'A wonderful book' Craig Brown, Mail on Sunday

'Read this book' Alastair Campbell 'A really wonderful book' Nigella Lawson via Twitter In 1975 Richard Beard was sent away to boarding school. So were Boris Johnson and David Cameron. He didn't enjoy it. But the first and most important lesson was not to let that show. A public school education has long been accepted in Britain as a preparation for leadership, but being separated from your parents at a young age is traumatic. What sort of adult does it mould? Tackling debates about privilege head-on, Sad Little Men reveals what happens when you put a succession of men from boarding schools into positions of influence, including at 10 Downing Street, and asks the question: is this really who we want in charge? 'The most important book I've read this year' Adam Rutherford

The second edition of What Schools Teach Us About Religious Life continues to explore the ways in which private education in the United States mirrors the growing complexity and fluidity of religious life in the United States. Through the study of ten different private schools-representing a wide variety of religious traditions as well as some secular institutions-a picture of contemporary culture, and the place of religious belief within the culture, emerges. Each chapter of this second edition of What Schools Teach Us About Religious Life contains a different picture of how individual schools then address that culture.

A critical challenge for urban charter/autonomous/independent schools is finding educational leaders with the courage to lead with authenticity; integrity and ingenuity using standards based practices to effect transformational change within schools. Two decades after the first charter school opened, leaders still continue to face a range of challenges that traditional public school leaders do not face. Without the type of district support that traditional public school leaders benefit from, charter/autonomous leaders must be able to prepare themselves by tapping into alternative resources quickly and efficiently. This book begins by cultivating the balance of self, both personal and professional, that will guide leaders to manage the operational and educational demands of leading a charter/autonomous school. With a didactic approach identifying skills and capacities needed above and beyond the Interstate School Leaders Licensure Consortium Standards (ISLLC), this book will give administrators the requisite skills and necessary tools to effectively manage the complexities of leadership in urban charter/autonomous schools.

"[C]harming and surprising. . . The work of Admissions is laying down, with wit and care, the burden James assumed at 15, that she - or any Black student, or all Black students - would manage the failures of a racially illiterate community. . . The best depiction of elite whiteness I've read."-New York TimesA Most Anticipated Book by Vogue.com * Parade * Town & Country * Nylon *New York Post * Lit Hub * BookRiot * Electric Literature * Glamour * Marie Claire * Publishers Weekly * Bustle * Fodor's Travel* Business Insider * Pop Sugar * InsideHook * SheReadsEarly on in Kendra James' professional life, she began to feel like she was selling a lie. As an admissions officer specializing in diversity recruitment for independent prep schools, she persuaded students and families to embark on the same perilous journey she herself had made-to attend cutthroat and largely white schools similar to The Taft School, where she had been the first African-American legacy student only a few years earlier. Her new job forced her to reflect on her own elite education experience, and to realize how disillusioned she had become with America's inequitable system.In ADMISSIONS, Kendra looks back at the three years she spent at Taft, chronicling clashes with her lily-white roommate, how she had to unlearn the respectability politics she'd been raised with, and the fall-out from a horrifying article in the student newspaper that accused Black and Latinx students of being responsible for segregation of campus. Through these stories, some troubling, others hilarious, she deconstructs the lies and half-truths she herself would later tell as an admissions professional, in addition to the myths about boarding schools perpetuated by popular culture.With its combination of incisive social critique and uproarious depictions of elite nonsense, ADMISSIONS will resonate with anyone who has ever been The Only One in a room, dealt with racial microaggressions, or even just suffered from an extreme case of homesickness.

Modern boarding schools are relaxed and pleasant places for children to learn and develop. However, this new freedom does mean that boarders have to make more of their own decisions and puts a new burden of responsibility on their shoulders. This excellent book offers advice from a mother on how to prepare girls for their first experience of boarding school. It is ideal for parents who have decided that boarding is the best option for their girls and is a guide to preparing your daughter so that she is confident from the start and can get the most out of the opportunity she's been given. The book is based on extensive research and a sizeable archive of advice and anecdotes from a huge number of staff, girls and parents. The advice ranges from the very obvious to the rather more surprising, with anecdotes and verbatim comments from those who have been there. It will leave you and your daughter feeling better armed for what is ahead.

Where would a classroom be without a really great TA? Ask any teacher and they will tell you that the classroom just wouldn't be the same without them. However, a great teaching assistant requires training. This book, published in partnership with the Council of British International Schools, helps demonstrate how TAs can be effective in the classroom and make a real difference to learning.

An inside look at how one of the country's most elite private schools prepares its students for success As one of the most prestigious high schools in the nation, St. Paul's School in Concord, New Hampshire, has long been the exclusive domain of America's wealthiest sons. But times have changed. Today, a new elite of boys and girls is being molded at St. Paul's, one that reflects the hope of openness but also the persistence of inequality. In Privilege, Shamus Khan returns to his alma mater to provide an inside look at an institution that has been the private realm of the elite for the past 150 years. He shows that St. Paul's students continue to learn what they always have-how to embody privilege. Yet, while students once leveraged the trappings of upper-class entitlement, family connections, and high culture, current St. Paul's students learn to succeed in a more diverse environment. To be the future leaders of a more democratic world, they must be at ease with everything from highbrow art to everyday life-from Beowulf to Jaws-and view hierarchies as ladders to scale. Through deft portrayals of the relationships among students, faculty, and staff, Khan shows how members of the new elite face the opening of society while still preserving the advantages that allow them to rule.

Pauline Dixon has intellectual rigour and an openness to new ideas, together with compassion and practicality. A great and unusual combination which I admire enormously.' - Dame Sally Morgan, Adviser to the Board, Absolute Return for Kids and former chief advisor to Tony Blair, UK'This fine book has a powerful message for policymakers and donors: the quality of schools matters even in poor countries; hence, the poor are abandoning failed state schools and enrolling their kids in low cost private schools. Instead of trying to close them down, the state and donors would do well to invest in children (through vouchers and cash transfers) and give parents a choice rather than create more atrocious, monopolistic state schools where teachers are absent and unaccountable.' - Gurcharan Das, commentator and author, India Unbound and former CEO of Proctor and Gamble, Asia 'This is a must-read book for anyone interested in the plight of poor children, particularly for those readers concerned with learning about culturally sensitive and proven ways to reach out and help less fortunate children in developing countries. I was fascinated and outraged by the compelling stories and actual data that Dixon shares in this gem of an expose. Most readers will similarly be shaken and incensed by the failure of billions of dollars spent on state schooling in Africa and India. Dixon makes a compelling case for the value and contributions of low cost private schools in slums and low income areas in developing countries. After reading this book, I am now a believer!' - Steven I. Pfeiffer, Professor, Florida State University, US This fascinating volume challenges the widely held belief that the state should supply, finance and regulate schooling in developing countries. Using India as an example, Dr. Pauline Dixon examines the ways in which private, for-profit schools might serve as a successful alternative to state-run systems of education in impoverished communities around the world. The book begins with a thorough history of India's government-run schools - based on the traditional British model - which are currently characterized by high levels of waste, inefficiency and subpar student performance. The author goes on to present comprehensive survey and census data, along with analyses of different school management types and their effect on student achievement, teacher attendance and quality of facilities. The book also tackles the problem of inefficient allocation and use of international aid, and offers recommendations on the development of new mechanisms for utilizing aid resources in support of low-cost private schools. This meticulously researched volume will appeal to students and professors of development studies, political economy and international studies. Policymakers and other officials with an interest in educational innovation will also find much of interest in this book. Contents: Preface - A Vignette from Hyderabad Introduction - Never Assume 1. Jumping onto the Galloping Horses - Even in India 2. Hostages to a Fortune? - Schooling and International Aid 3. The Parting of the Veil - Low-Cost Private Schools - The Evidence 4. The Anteroom of Eternity? Gaining Attention from Aid Agencies 5. Only the Closed Mind is Certain Bibliography Index

To many in the United Kingdom, the British public school remains the disliked and mistrusted embodiment of privilege and elitism. They have educated many of the country's top bankers and politicians over the centuries right up to the present, including the present Prime Minister. David Turner's vibrant history of Great Britain's public schools, from the foundation of Winchester College in 1382 to the modern day, offers a fresh reappraisal of the controversial educational system. Turner argues that public schools are, in fact, good for the nation and are presently enjoying their true "Golden Age," countering the long-held belief that these institutions achieved their greatest glory during Great Britain's Victorian Era. Turner's engrossing and enlightening work is rife with colorful stories of schoolboy revolts, eccentric heads, shocking corruption, and financial collapse. His thoughtful appreciation of these learning establishments follows the progression of public schools from their sometimes brutal and inglorious pasts through their present incarnations as vital contributors to the economic, scientific, and political future of the country.

Secondary school graduates of the late 1980s and early 1990s have found themselves coping with economic insecurity, social change, and workplace restructuring. Drawing on studies that have recorded the lives of young people in two countries for over fifteen years, The Making of a Generation offers unique insight into the hopes, dreams, and trajectories of a generation. Although children born in the 1970s were more educated than ever before, as adults they entered new labour markets that were de-regulated and precarious. Lesley Andres and Johanna Wyn discuss the consequences of education and labour policies in Canada and Australia, emphasizing their long-term impacts on health, well-being, and family formation. They conclude that these young adults bore the brunt of policies designed to bring about rapid changes in the nature of work. Despite their modest hopes and aspirations for security, those born in the 1970s became a vanguard generation as they negotiated the significant social and economic transformations of the 1990s.

The British public school is an iconic institution, a training ground for the ruling elite and a symbol of national identity and tradition. But beyond the elegant architecture and evergreen playing fields is a turbulent history of teenage rebellion, sexual dissidence, and political radicalism. James Brooke-Smith wades into the wilder shores of public-school life over the last three hundred years in Gilded Youth. He uncovers armed mutinies in the late eighteenth century, a Victorian craze for flagellation, dandy-aesthetes of the 1920s, quasi-scientific discourse on masturbation, Communist scares in the 1930s, and the salacious tabloid scandals of the present day. Drawing on personal experience, extensive research, and public school representations in poetry, school slang, spy films, popular novels, and rock music, Brooke-Smith offers a fresh account of upper-class adolescence in Britain and the role of elite private education in shaping youth culture. He shows how this central British institution has inspired a counterculture of artists, intellectuals, and radicals--from Percy Shelley and George Orwell to Peter Gabriel and Richard Branson--who have rebelled against both the schools themselves and the wider society for which they stand. Written with verve and humor in the tradition of Owen Jones's The Establishment: And How They Get Away With It, this highly original cultural history is an eye-opening leap over the hallowed iron gates of privilege--and perturbation.

Contrary to conventional narratives about legal education, Aspiration and Reality in Legal Education reveals a widespread desire among law teachers to integrate both theory and practice into the education of versatile and civic-minded lawyers. Despite this stated desire, however, this aspiration is largely unrealized due to a host of intellectual and institutional factors that produce a profound gap between what professors believe about law and the ideas they communicate through their teaching. Drawing on interviews with over sixty law professors in Canada, David Sandomierski makes two important empirical discoveries in this book. First, he establishes that, contrary to a dominant narrative in legal education that conceives of theory and practice as oppositional, the vast majority of law professors consider theory to be vitally important in preparing "better lawyers." Second, he uncovers a significant gap between the realist theoretical commitments held by a majority of professors and the formalist theories they almost uniformly convey through their teaching and conceptions of legal reasoning. Understanding the intellectual and institutional factors that account for these tensions, Sandomierski argues, is essential for any meaningful project of legal education reform.

Blackface - instances in which non-Black persons temporarily darken their skin with make-up to impersonate Black people, usually for fun, and frequently in educational contexts - constitutes a postracialist pedagogy that propagates antiblack logics. In Performing Postracialism, Philip S.S. Howard examines instances of contemporary blackface in Canada and argues that it is more than a simple matter of racial (mis)representation. The book looks at the ostensible humour and dominant conversations around blackface, arguing that they are manifestations of the particular formations of antiblackness in the Canadian nation state and its educational institutions. It posits that the occurrence of blackface in universities is not incidental, and outlines how educational institutions' responses to blackface in Canada rely upon a motivation to protect whiteness. Performing Postracialism draws from focus groups and individual interviews conducted with university students, faculty, administrators, and Black student associations, along with online articles about blackface, to provide the basis for a nuanced examination of the ways that blackface is experienced by Black persons. The book investigates the work done by Black students, faculty, and staff at universities to challenge blackface and the broader campus climate of antiblackness that generates it.

State takeovers of local governments have garnered national attention of late, particularly following the water crisis in Flint, Michigan. In most U.S. cities, local governments are responsible for decisions concerning matters such as the local water supply and school affairs. However, once a state takes over, this decision-making capability is shuttled. Despite the widespread attention that takeovers in Flint and Detroit have gained, we know little about how such takeovers-a policy option that has been in use since the 1980s-affect political power in local communities. By focusing on takeovers of local school districts, this book offers the first systematic study of state takeovers of local governments. Although many major U.S. cities have experienced state takeovers of their local school districts, we know little about the political causes and consequences of takeovers. Complicating this phenomenon are the justifications for state takeokers; while they are assumedly based on concerns with poor academic performance, questions of race and political power play a critical role in the takeover of local school districts. However, Domingo Morel brings clarity to these questions and limitations-he examines the factors that contribute to state takeovers as well as the effects and political implications of takeovers on racialized communities, the communities most often affected by them. Morel both lays out the conditions under which the policy will disempower or empower racial and ethnic minority populations, and expands our understanding of urban politics. Morel argues that state interventions are a part of the new normal for cities and offers a novel theoretical framework for understanding the presence of the state in America's urban areas. The book is built around an original study of nearly 1000 school districts, including every school district that has been taken over by their respective state, and a powerful case study of Newark, New Jersey.

For anyone who loved St Trinian's - old or new - or read Malory Towers as a kid. St Brides is the perfect read for you. When Gemma Lamb takes a job at a quirky English girls' boarding school, she believes she's found the perfect escape route from her controlling boyfriend - until she discovers the rest of the staff are hiding sinister secrets: Hairnet, the eccentric headmistress who doesn't hold with academic qualifications Oriana Bliss, Head of Maths and master of disguise Joscelyn Spryke, the suspiciously rugged Head of PE Geography teacher Mavis Brook, surreptitiously selling off the library books creepy night watchman Max Security, with his network of hidden tunnels Even McPhee, the school cat, is leading a double life. Tucked away in the school's beautiful private estate in the Cotswolds, can Gemma stay safe and build a new independent future, or will past secrets catch up with her and the rest of the staff? With a little help from her new friends, including some wise pupils, she's going to give it her best shot... Previously published by Debbie Young as Secrets at St Bride's.

For anyone who loved St Trinian's - old or new - or read Malory Towers as a kid. St Brides is the perfect read for you. When Gemma Lamb takes a job at a quirky English girls' boarding school, she believes she's found the perfect escape route from her controlling boyfriend - until she discovers the rest of the staff are hiding sinister secrets: Hairnet, the eccentric headmistress who doesn't hold with academic qualifications Oriana Bliss, Head of Maths and master of disguise Joscelyn Spryke, the suspiciously rugged Head of PE Geography teacher Mavis Brook, surreptitiously selling off the library books creepy night watchman Max Security, with his network of hidden tunnels Even McPhee, the school cat, is leading a double life. Tucked away in the school's beautiful private estate in the Cotswolds, can Gemma stay safe and build a new independent future, or will past secrets catch up with her and the rest of the staff? With a little help from her new friends, including some wise pupils, she's going to give it her best shot... Previously published by Debbie Young as Secrets at St Bride's.

The 33rd edition of Which London School? & the South-East provides up-to-date details of 1,500 independent schools. It includes everything a parent might need to know about independent schooling in the region: day, boarding and nursery schools in London; day and boarding schools in Greater London and the surrounding area, including Buckinghamshire, Cambridgeshire, Essex, Hampshire, Hertfordshire, Kent, Surrey, Sussex and Berkshire; international schools; colleges of further education; helpful editorials; contact details for educational associations.

An indispensable guide for parents whose children are about to start, or have recently started school. Starting school is a huge important milestone for children and their parents. The best school years happen when everyone involved feels happy and engaged with the whole experience, and yet, with so much information to digest and so little guidance available, the process can be incredibly confusing. The Starting School Book is a reassuring and practical guide for parents of school-age children. Sarah Ockwell-Smith provides clear and helpful advice for each stage of the process, whether your are just beginning to think about your child's education, applying for a school place, preparing your child for starting at the school you have chosen, or your child has already started school and you would like to help smooth the transition. Specific guidance includes: * Starting school ages, policies and procedures * How to decide the best starting age for a summer-born child * What to look for when choosing a school and what questions to ask when you visit * How to prepare your child emotionally and practically for starting school * Common concerns including settling in, separation anxiety, friendship issues, school refusal and reconnecting with your child at the end of the day * Understanding your own feelings about the transition and your role in the wider school community With case studies and advice from parents who have been through it, and enlightening tips from teachers, The Starting School Book provides all the information you need to help your child have a positive, calm and happy school experience.

The 32nd edition of Which London School? & the South-East provides up-to-date details of 1,500 independent schools. It includes everything a parent might need to know about independent schooling in the region: day, boarding and nursery schools in London; day and boarding schools in Greater London and the surrounding area, including Buckinghamshire, Cambridgeshire, Essex, Hampshire, Hertfordshire, Kent, Surrey, Sussex and Berkshire; international schools; colleges of further education; helpful editorials; contact details for educational associations.