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This specially commissioned collection of perspectives offers an analysis of the new organisation of the teaching profession - reconstructed around the notion of performance and the implications of a performance culture. The Performing School examines the roots, directions and implications of the new structure by drawing together insights from policy, research and practice at this time of rapid change and debate. This unique volume addresses three interconnected issues of modernisation and education: *what is the background to and significance of performance management in modernising schools and teachers at the present time? *what are the likely future effects of a performance culture on teaching, learning and schooling? *what will it take to ensure that performance management improves pedagogy and professionality beyond the narrow confines of performativity, managerialism and market reform in education?
This specially commissioned collection of perspectives offers an analysis of the new organisation of the teaching profession - reconstructed around the notion of performance and the implications of a performance culture. The Performing School examines the roots, directions and implications of the new structure by drawing together insights from policy, research and practice at this time of rapid change and debate. This unique volume addresses three interconnected issues of modernisation and education: *what is the background to and significance of performance management in modernising schools and teachers at the present time? *what are the likely future effects of a performance culture on teaching, learning and schooling? *what will it take to ensure that performance management improves pedagogy and professionality beyond the narrow confines of performativity, managerialism and market reform in education?
This text offers descriptions and analyses of some of the different
ways in which schools and other educational institutions have
started to establish new collaborative relationships in today's
competitive educational marketplace. Using case studies, the book
describes examples of such collaborative structures.; Educational
consortia have been established as a vehicle for professional and
curriculum development, as a source of mutual support and as a
condition of mutual survival. As the "LEA monopolies" have been
forced to shed many of their traditional functions or schools have
opted out, schools have found it necessary to re-create parts of
their collaborative structures out of sheer self- Interest.; For
Some Educators Who Continue To Be Attached To Notions Of "an
educational service" and professional collegiality in the provision
of such a service, inter-institutional collaboration becomes seen
as something to be valued independently of the instrumental
benefits which it provides. For this variety of reasons, consortium
working and collaborative structures seem set to develop in spite
of, or as a necessary antodote to, educational markets.
Understanding the role and operation of such structures is a
necessity for educational managers in all parts of the educational
service.
This text offers descriptions and analyses of some of the different
ways in which schools and other educational institutions have
started to establish new collaborative relationships in today's
competitive educational marketplace. Using case studies, the book
describes examples of such collaborative structures.; Educational
consortia have been established as a vehicle for professional and
curriculum development, as a source of mutual support and as a
condition of mutual survival. As the "LEA monopolies" have been
forced to shed many of their traditional functions or schools have
opted out, schools have found it necessary to re-create parts of
their collaborative structures out of sheer self- Interest.; For
Some Educators Who Continue To Be Attached To Notions Of "an
educational service" and professional collegiality in the provision
of such a service, inter-institutional collaboration becomes seen
as something to be valued independently of the instrumental
benefits which it provides. For this variety of reasons, consortium
working and collaborative structures seem set to develop in spite
of, or as a necessary antodote to, educational markets.
Understanding the role and operation of such structures is a
necessity for educational managers in all parts of the educational
service.
A huge amount of time, planning and preparation goes into creating
a world-class sprinter. Sprinting - Training, Techniques and
Improving Performance is an essential guide for all athletes at the
beginning or development stages of their sprint careers who are
committed to running faster. The book covers all sprint events from
60metres to 400 metres, as well as the hurdles and relay;
principles of biomechanics, limiting factors and potential areas of
capability; training and planning; prehab and avoiding injuries;
practical nutritional advice and strength and conditioning.
Whatever your level, this book provides valuable advice that will
help you achieve your goal.
"Teaching and Learning History" offers a fresh and distinctive view
on the teaching of history in schools at a time when the value of
learning about the past is often questioned. Drawing together ideas
from research, classroom practice and the voices of learners
themselves, it sets out an imaginative and wide-ranging rationale
for a view of history as an essential component in the learning of
all young people. The book is organized around four underlying
ideas: The place of history in the contemporary school curriculum
The importance of inclusive practices The nature of successful
history pedagogy The centrality of professionalism and innovation
These four ideas interlock throughout the book as the authors
review current practices, consider what history offers to all young
people and offer practical guidance on developing outstanding
practices for all learners.
Beginning with an account of what it means to teach and learn
history in schools, the authors go on to explore the main purposes
of teaching history in schools. The book offers rich guidance on
successful classroom practice, and sets classrooms in the wider
context of the curriculum in a rapidly changing and often deeply
divided society. Key features of the book include: Securely
grounded in real classrooms with examples in easy to use charts and
boxes Extensive examples from real learners This book is essential
reading for students training to teach history.
Improving education through policy learning is an important notion
for countries in need of educational reform. However, identifying a
successful set of practices and transferring them from one national
setting to another is a complex exercise. Drawing from their
extensive experience, the authors explore a single case study of
policy transfer in India, demonstrating how and under what
conditions educational reforms can be put into practice
successfully and sustainably. Coverage includes: * Policy Learning
* Inclusive Practices * School Autonomy and School Leadership *
India and its system of education This book offers a unique,
international perspective on educational reform and is a useful
resource for teachers, policy makers and postgraduate level
students.
"Understanding History Teaching is an enjoyable read with a logical
and flowing structure. It lives up to its goal of appealing to both
academic and professional readers with both academic depth and real
insights and opportunities for the professional teacher to draw
from. It presents its data and interpretations in a manner which
does not avoid the issues revealed within the research but has an
uplifting effect on the reader and leaves them feeling optimistic
about the quality of History teaching in UK secondary schools."
Robert Wyness, Student, De Montfort University, Leicester,UK* Why
do we teach and learn about the past? * How is history taught in
schools? * What are the influences on the way teachers teach and
pupils learn about the past? History is one of the most
ideologically disputed of school subjects. Over the past
generation, the subject has experienced fundamental changes in
content, pedagogy and approach. This book is the first detailed
account of the way history is taught in schools to be published for
30 years. Drawing on fieldwork in comprehensive schools, and on
research studies worldwide, the authors pose fundamental questions
about the way teachers teach and learners learn. They consider its
purposes on teaching about the past in a world of accelerating
change. The book sets out to explore the realities of classroom
history teaching and to offer pointers for the development on the
subject in a new century.
Improving education through policy learning is an important notion
for countries in need of educational reform. However, identifying a
successful set of practices and transferring them from one national
setting to another is a complex exercise. Drawing from their
extensive experience, the authors explore a single case study of
policy transfer in India, demonstrating how and under what
conditions educational reforms can be put into practice
successfully and sustainably. Coverage includes: * Policy Learning
* Inclusive Practices * School Autonomy and School Leadership *
India and its system of education This book offers a unique,
international perspective on educational reform and is a useful
resource for teachers, policy makers and postgraduate level
students.
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