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In a political and economic climate in which school performance is made public, performance tables and inspectors' reports can only tell a partial story. This is a unique book. It tells the story of one school seen through the eyes of a pupil, a parent, a teacher, a headteacher and a critical friend. The story is a compelling journey through the process of school improvement; theories of school effectiveness and school improvement are progressively clarified. This book is based on a well-known and well-documented research project that represents eighteen European countries, which clearly sets it in a European Policy context. It includes a wealth of practical tools for raising standards for teachers and school managers to refer to, and guidance on how to use them. This eagerly awaited follow-up to Schools Must Speak for Themselves by John MacBeath (RoutledgeFalmer 1999) is a vital and useful source of good ideas, challenging insights and practical strategies for real schools. eBook available with sample pages: 0203165853
In a political and economic climate in which school performance is
made public, performance tables and inspectors' reports can only
tell a partial story.This is a unique book. It tells the story of
one school seen through the eyes of a pupil, a parent, a teacher, a
headteacher and a critical friend. The story is a compelling
journey through the process of school improvement; theories of
school effectiveness and school improvement are progressively
clarified.This book is based on a well-known and well-documented
research project that represents eighteen European countries, which
clearly sets it in a European Policy context. It includes a wealth
of practical tools for raising standards for teachers and school
managers to refer to, and guidance on how to use them.This eagerly
awaited follow-up to Schools Must Speak for Themselves by John
MacBeath (RoutledgeFalmer 1999) is a vital and useful source of
good ideas, challenging insights and practical strategies for real
schools.
"Based on the views of teenagers across Europe and in the Far East,
this book argues that we need to reconsider how we judge schools
and what they are for. It shows that the treatment of pupils in
schools makes more difference to teenagers views on society, and on
what it means to be fair, than it does to differences in
attainment"--Provided by publisher.
Based on the views of teenagers across Europe and in the Far East,
this book argues that we need to reconsider how we judge schools
and what they are for. It shows that the treatment of pupils in
schools makes more difference to teenagers' views on society, and
on what it means to be fair, than it does to differences in
attainment.
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