This book was developed as part of the celebrations for the 50th anniversary of the founding of the journal Education 3-13, which has always had primary education as its main focus. The journal has been published by Routledge since 2007 and is the most important academic publication in the field internationally. This book has been edited by a team of academics and senior practitioners, all of whom are members of the Board of the journal or the Association for the Study of Primary Education (which is the owning body of the journal). It will serve as an excellent resource to researchers and students of primary education. Topics include major contemporary issues such as key challenges in the field, learning and teaching, wellbeing, teachers' work and professionalism, and outdoor learning. The chapters in this book comprise articles published in Education 3-13 in the last ten years.

Primary education is one of the most important phases of learning but there remains a scarcity of in-depth research on this vital topic. However, as the focus on improving outcomes increases there is a growing interest internationally in research that helps us to understand the best ways to help young children engage with the curriculum in order that they may have the best possible life chances. This text helps to address these issues and consists of seminal articles derived from the forty-year history of the journal Education 3-13, which can claim to be one of the most important and influential publications in its field. The chapters included have been chosen carefully to represent a wide range of key topics in research on primary education and the text is sub-divided into five sections, each of which has been edited by leading academics who specialise in the topic under scrutiny. The sections include: * Learning and teaching, including the psychology and philosophy of primary education; * Key challenges in primary education, including changes to the governance of schools, and educational management and leadership; * The primary curriculum, including Maths, Science, IT and Technology Education; * The primary curriculum, including English, Humanities and the Arts; and, * Primary teachers' work and professionalism. Many of the contributions are written by seminal figures in academic research. The text will be especially relevant to students and researchers engaged the study of primary education as well as to practitioners, advisers and policy makers and will prove an invaluable resource for those wishing to gain an overview of research into primary education. It is recommended especially for those who wish to understand the development of primary education and the many twists and turns in theory, practice and policy that have influenced its development over the period of a generation. Those who read the text will come across the origins of many of the ideas that continue to influence primary teaching today as well as very recent research on where we are now in this important subject area.

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources, and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact.

Series Editors - Clive Dimmock, Mark Brundrett and Les Bell

What is the role of leadership in developing strategies that enhance learning outcomes?

Leadership for Quality and Accountability in Education addresses the interconnected issues of quality and accountability in the education system and provides a coherent framework within which these issues can be analysed. The authors outline the significance of promoting quality in all educational establishments and go on to discuss why quality and accountability have become so essential to the framework of leadership in education, how quality and accountability have been utilised on a national and international scale and what the defining characteristics of these terms are.

The book is divided into three sections which explore three linked key aspects:

• Part I focuses on the concept and nature of quality and accountability and the process of developing a culture of quality;
• Part II addresses the issues of managing staff and resources, leadership for high-quality teaching and learning and relationships with stakeholders;
• Part III considers the impact and prospect of quality and accountability, including internal evaluation and external inspection.

The book will appeal to educational leaders and managers, advisors and inspectors, and academic researchers. It will also be of particular relevance to Masters and doctoral degree students specialising in school leadership and management.

Measuring the ability to teach is central to government policies to raise standards in schools. 'Successful teaching' is now measured through basic technical and personal skills in the context of the National Curriculum. Teachers are labelled successes or failures based on graded OFSTED inspections.
This thought-provoking book explains how different levels or qualities of teaching can be identified and achieved. It outlines the criteria for competent, successful and excellent educational practice, whilst suggesting ways of achieving the highest possible measure of excellence.
Uniquely, the authors separate the classical teaching approaches, teacher and pupil centred, from the more contemporary, partnership approaches. They look at a variety of models of successful and quality teaching and illustrate their virtues and limitations. The book also highlights ways in which inspection and appraisal strategies can be revised to meet criteria acceptable to both teachers and the groups to whom they are accountable.

Primary education is one of the most important phases of learning but there remains a scarcity of in-depth research on this vital topic. However, as the focus on improving outcomes increases there is a growing interest internationally in research that helps us to understand the best ways to help young children engage with the curriculum in order that they may have the best possible life chances. This text helps to address these issues and consists of seminal articles derived from the forty-year history of the journal Education 3-13, which can claim to be one of the most important and influential publications in its field. The chapters included have been chosen carefully to represent a wide range of key topics in research on primary education and the text is sub-divided into five sections, each of which has been edited by leading academics who specialise in the topic under scrutiny. The sections include: * Learning and teaching, including the psychology and philosophy of primary education; * Key challenges in primary education, including changes to the governance of schools, and educational management and leadership; * The primary curriculum, including Maths, Science, IT and Technology Education; * The primary curriculum, including English, Humanities and the Arts; and, * Primary teachers' work and professionalism. Many of the contributions are written by seminal figures in academic research. The text will be especially relevant to students and researchers engaged the study of primary education as well as to practitioners, advisers and policy makers and will prove an invaluable resource for those wishing to gain an overview of research into primary education. It is recommended especially for those who wish to understand the development of primary education and the many twists and turns in theory, practice and policy that have influenced its development over the period of a generation. Those who read the text will come across the origins of many of the ideas that continue to influence primary teaching today as well as very recent research on where we are now in this important subject area.

Learning to Lead in the Secondary School is designed to meet the needs of subject leaders and heads of department in secondary schools, offering practical advice and guidance to teachers taking on these demanding roles. This highly informative book is structured around six sections that address all of the key areas in leading a department including: * becoming a subject leader * managing effective teaching and learning * leading and managing people * the strategic direction and development of a department * the deployment of staff and resources * managing personal performance and development. This guide will be invaluable to middle managers in schools, subject leaders and heads of departments. It will be of interest to teachers and managers at all levels and will also be useful to those undertaking research or further qualifications in educational leadership and management.

Many countries face a crisis in recruitment to the most senior positions in schools at a time when arguments rage about the best way to develop our school leaders.

Focusing on leadership development in ten diverse cultural contexts, this book brings together some of the most senior commentators in the field of educational leadership development to provide a global perspective on leadership development programmes and practices. The rise of leadership development programmes has presented opportunities for some and challenges for others. These challenges are both practical and conceptual and relate to a series of questions that are unpacked in the book including:

• What is the appropriate balance between the academic and the practical in leadership programmes?
• Should provision be located in higher education institutions, in other government sponsored organizations or commissioned from the private sector?
• Are models of leadership studies derived from the business and industry relevant to schools?
• How can research into impact inform leadership development policy and strategy?
• Should programmes be integrated into higher degree provision or should new and innovative forms of accreditation be developed?

This book should be fascinating reading for all those engaged in educational research and teaching, and working, in educational leadership.

The changing role of headteachers and principals over the last twenty years has resulted in a paradigm shift in which school leaders now need to acquire skills in financial and human resource management, organizational theory, and change management, in addition to their traditional knowledge base in curriculum and pedagogy.

As with any major initiative, this has created opportunities for some and challenges for others. Opportunities have arisen to develop to create new programmes to enhance leadership and transform schools. The challenges - both practical and conceptual - relate to a series of questions that will be unpacked in this book, including:

What is the appropriate balance between the academic and the practical in leadership programmes?

Should provision be located in higher education institutions, in other government sponsored organizations or commissioned from the private sector?

Are models of leadership studies derived from the business and industry relevant to schools?

How can research into impact inform leadership development policy and strategy?

Should programmes be integrated into higher degree provision or should new and innovative forms of accreditation be developed?

This book should be read by headteachers, principals and academics working and researching in the field of School Leadership.

Learning to Lead in the Secondary School is designed to meet the needs of subject leaders and heads of department in secondary schools, offering practical advice and guidance to teachers taking on these demanding roles.
This highly informative book is structured around six sections that address all of the key areas in leading a department. Areas covered include:
* becoming a subject leader
* managing effective teaching and learning
* leading and managing people
* the strategic direction and development of a department
* the deployment of staff and resources
* managing your own performance and development.
This book will be invaluable to middle managers in schools, subject leaders and heads of departments. It will be of interest to teachers and managers at all levels and will also be useful to those undertaking research or further qualifications in educational leadership and management.

Carrying out leadership research in educational establishments can be challenging, but it is also rewarding. This accessible book offers sound practical advice and a clear conceptual framework for this research. Drawing on their extensive expertise, the authors show you how to prepare to carry out research, design research tools, and report and reflect on the results.

Students using the book are supported by features such as: key learning objectives in each chapter examples of research tools derived from real leadership project figures explanation of key terms and questions further reading and key web links for each chapter.

This text will be of interest to Masters' and Doctoral level students, academics in the field of educational leadership and management and all those who wish to research a wide range of issues connected with the operation of schools and institutions of further and higher education.

Research has shown that school leadership is second only to classroom teaching in its effect on pupil learning. As the demands on management teams become ever more complex, this volume offers a fresh and expansive view on the challenges to be met in developing a leadership career. With contributions from some of the most accomplished commentators on school leadership and management from around the world, this book moves away from the simple 'how to' of becoming a principal, focusing instead on the wider issues of becoming a successful leader. The central aim has been to assemble powerful statements from international authorities that encapsulate leading-edge thinking on a group of interconnected themes based on the notion of developing successful leadership in, and beyond, schools. In so doing the text examines strategies for existing leaders developing their full capacity as well as enhancing the skills of those new to, or aspiring to, a leadership role. The chapters contributed by a carefully selected group of leading educationalists present insights on a number of central themes, including: developing new skill sets in leadership, the ethical and moral dimensions of leading an organisation, Leadership for instructional and pedagogical success, developing leadership capacity and capability through strategic activity. Rather than taking a technical approach of how to undertake the managerial or administrative tasks, the authors seek instead to develop critical leadership perspectives and skills, with chapters on vitally important topics such as strategies for maximizing the potential of the leadership team as a whole. They draw not only upon the literature in the field of educational leadership but also a wider literature in the field of business and management. This diversity of perspective ensures this book's appeal to a broad international readership.

Research has shown that school leadership is second only to classroom teaching in its effect on pupil learning. As the demands on management teams become ever more complex, this volume offers a fresh and expansive view on the challenges to be met in developing a leadership career. With contributions from some of the most accomplished commentators on school leadership and management from around the world, this book moves away from the simple 'how to' of becoming a principal, focusing instead on the wider issues of becoming a successful leader. The central aim has been to assemble powerful statements from international authorities that encapsulate leading-edge thinking on a group of interconnected themes based on the notion of developing successful leadership in, and beyond, schools. In so doing the text examines strategies for existing leaders developing their full capacity as well as enhancing the skills of those new to, or aspiring to, a leadership role. The chapters contributed by a carefully selected group of leading educationalists present insights on a number of central themes, including: developing new skill sets in leadership, the ethical and moral dimensions of leading an organisation, Leadership for instructional and pedagogical success, developing leadership capacity and capability through strategic activity. Rather than taking a technical approach of how to undertake the managerial or administrative tasks, the authors seek instead to develop critical leadership perspectives and skills, with chapters on vitally important topics such as strategies for maximizing the potential of the leadership team as a whole. They draw not only upon the literature in the field of educational leadership but also a wider literature in the field of business and management. This diversity of perspective ensures this book's appeal to a broad international readership.

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources, and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact. Series Editors - Clive Dimmock, Mark Brundrett and Les Bell What is the role of leadership in developing strategies that enhance learning outcomes? Leadership for Quality and Accountability in Education addresses the interconnected issues of quality and accountability in the education system and provides a coherent framework within which these issues can be analysed. The authors outline the significance of promoting quality in all educational establishments and go on to discuss why quality and accountability have become so essential to the framework of leadership in education, how quality and accountability have been utilised on a national and international scale and what the defining characteristics of these terms are. The book is divided into three sections which explore three linked key aspects: Part I focuses on the concept and nature of quality and accountability and the process of developing a culture of quality; Part II addresses the issues of managing staff and resources, leadership for high-quality teaching and learning and relationships with stakeholders; Part III considers the impact and prospect of quality and accountability, including internal evaluation and external inspection. The book will appeal to educational leaders and managers, advisors and inspectors, and academic researchers. It will also be of particular relevance to Masters and doctoral degree students specialising in school leadership and management.

'This book is an excellent resource for graduate students in educational leadership programmes. Clearly written chapters and sections are contributed by an array of internationally recognized senior scholars of educational leadership. Connections between leadership concepts and practices are presented clearly and thoroughly, with particular attention to the development of leaders' -Ken Brien, Ed.D., Associate Professor, University of New Brunswick 'This book skilfully integrates both theory and research with practical ideas and approaches around effective school leadership practice' -Graham Thomson, Director, Scottish Centre for Studies in School Administration, University of Edinburgh 'This book enables the reader to relate the theoretical underpinning of research to their own practice, present and future' -David Middlewood, Warwich University, Institute of Education This comprehensive book offers a unique mix of theory and practical guidance, showing you how to apply leadership techniques and approaches. This revised edition includes sections on: - key concepts in theory - the practice of educational leadership and management - developing educational leaders Focused and accessible, the book contains: - an overview and key learning aims at the start of each chapter - figures - discussion and summaries of key research issues Written by leading academics in the field, chapters cover key topics such as strategy, leading teaching and learning, leading and managing staff, deployment of resources, and working with the community. This book is essential reading for acting or aspiring school leaders on CPD programmes and Masters courses. Mark Brundrett is Co-Director of the Centre for Educational Research (CERS) at Liverpool John Moores University.

Contents:
Preface: Teaching: A Profession on the Move 1. The Study of Teaching 2. What is Good Teaching? First Principles and Counter-Arguments 3. Models of Good Practice: Teacher-Centred Approaches 4. Models of Good Practice: Learner-Centred Approaches 5. Models of Good Practice: Partnership-Approaches 6. Co-constructive Teaching: A Practical Guide 7. Achieving Competence: The Role of Initial Teacher Education 8. Achieving Success: Dealing with 'Out of School' Factors 9. Achieving Excellence 10. The Myths, Mysteries and Magic of Good Teaching

The focus of teacher training is shifting away from specialized subject knowledge and towards the development of transferable skills that can be employed in coordinating any area of the primary curriculum. This book examines the management and leadership techniques that trainees and practising teachers need in order to become subject consultants or effective members of a senior management team.

With an emphasis on the practical techniques and strategies of curriculum management, the book also deals with the theoretical, practical and technological issues facing teachers as they create and manage curricula. Drawing on their considerable experience, the authors guide readers through: - establishing a direction- working with resources- leading and motivating colleagues.

This book is an essential resource for trainees and teachers at every level as they confront the rapidly shifting demands of their profession.

Mark Brundrett is a Senior Research Consultant at the Centre for Educational Leadership at the University of Manchester. Previously, he taught in secondary, middle and primary schools and was a headteacher for five years. He has also taught at several higher education institutions and was Professor of Educational Leadership at the University of Hull.

Neil Burton is currently the MA Education Programme leader at De Montford University, Bedford, where he also teaches on undergraduate and postgraduate initial teacher training courses. He has worked in senior positions in primary and secondary schools, advised on primary science and technology in a large Local Educaiton Authority, and taught on MBA and EdD programmes at various universities.

Leadership in education is receiving increasing attention, and this text contributes much to the debate. A useful text that will appeal to a wide audience of senior managers, teachers, programme designers and researchers' - "Learning and Skills Research

"

If one were on a fact-finding mission to gain insight into leadership thought and practice in education, then this book is an excellent resource' - "Education News

"

This book makes an excellent contribution to the current debate on Educational Leadership. It blends theory with practice and provides an important resource for many aspects of leadership development programmes at a variety of levels. The book will appeal to the academic reader, the postgraduate student and those involved in providing leadership courses at a professional level. There is an international perspective on the analysis of leadership theory and practice, integrating examples from a variety of cultural settings and exploring education at all phases from primary to higher' - "Stephen Merrill, Edge Hill College of Higher Education, Journal of In-Service Education

"

Leadership in Education offers an excellent analysis of the current debate: well informed on research and practice, positive but critical. It is particularly strong on what it calls "the railway-bookstall offerings of context-independent leadership.,.". There is a great deal of practical wisdom within these very accessible pages' - "Michael Duffy, Times Educational Supplement

"

This book deals with leadership in all sectors, from primary to higher education. It presents an international perspective on the analysis of leadership theory and practice, with the integration ofexemplars from different cultural settings.

The authors provide a wide range of conceptual perspectives on leadership. Themes include:

- the efficacy of centralized versus distributed concepts of leadership

- the contrast between competency and academic models of leadership development

- the contradistinction between functionalist and democratic models of leadership.

These themes are developed in four sections:

- Conceptualization

- Leadership development

- Teachers as leaders

- Leadership in practice

Contributors include:

Clive Dimmock, Peter Gronn, Marianne Coleman, Peter Ribbins, Ray Bolam, Peter Newton, Kenneth Leithwood, Helen Gunter, Lynn Davis, Clive Harber and Graham Peeke

This book is recommended to all involved in educational management, particularly to students, teachers, researchers, policy makers and educational administrators.

The" Centre for Educational Leadership and Management series," edited by Tony Bush, examines the impact of the many changes in the management of schools and colleges, drawing on empirical evidence. The approach if analytical rather than descriptive and generates conclusions about the most effective ways of managing schools on the basis of research evidence.

Leadership in education is receiving increasing attention, and this text contributes much to the debate. A useful text that will appeal to a wide audience of senior managers, teachers, programme designers and researchers' - "Learning and Skills Research

"

If one were on a fact-finding mission to gain insight into leadership thought and practice in education, then this book is an excellent resource' - "Education News

"

This book makes an excellent contribution to the current debate on Educational Leadership. It blends theory with practice and provides an important resource for many aspects of leadership development programmes at a variety of levels. The book will appeal to the academic reader, the postgraduate student and those involved in providing leadership courses at a professional level. There is an international perspective on the analysis of leadership theory and practice, integrating examples from a variety of cultural settings and exploring education at all phases from primary to higher' - "Stephen Merrill, Edge Hill College of Higher Education, Journal of In-Service Education

"

Leadership in Education offers an excellent analysis of the current debate: well informed on research and practice, positive but critical. It is particularly strong on what it calls "the railway-bookstall offerings of context-independent leadership.,.". There is a great deal of practical wisdom within these very accessible pages' - "Michael Duffy, Times Educational Supplement

"

This book deals with leadership in all sectors, from primary to higher education. It presents an international perspective on the analysis of leadership theory and practice, with the integration ofexemplars from different cultural settings.

The authors provide a wide range of conceptual perspectives on leadership. Themes include:

- the efficacy of centralized versus distributed concepts of leadership

- the contrast between competency and academic models of leadership development

- the contradistinction between functionalist and democratic models of leadership.

These themes are developed in four sections:

- Conceptualization

- Leadership development

- Teachers as leaders

- Leadership in practice

Contributors include:

Clive Dimmock, Peter Gronn, Marianne Coleman, Peter Ribbins, Ray Bolam, Peter Newton, Kenneth Leithwood, Helen Gunter, Lynn Davis, Clive Harber and Graham Peeke

This book is recommended to all involved in educational management, particularly to students, teachers, researchers, policy makers and educational administrators.

The" Centre for Educational Leadership and Management series," edited by Tony Bush, examines the impact of the many changes in the management of schools and colleges, drawing on empirical evidence. The approach if analytical rather than descriptive and generates conclusions about the most effective ways of managing schools on the basis of research evidence.

If you are a trainee teacher or experienced practitioner new to research, or are simply wondering how to get started on your education research project, this practical book will be your guide. The authors offer simple steps to ensure that you ask the key questions in the most effective way possible. The book guides you through the entire research process: from clarifying the context and conceptual background, to presenting and analysing the evidence gathered.

Supported by examples, checklists and diagrams, this fully revised and updated edition includes a wealth of information on: Research design Evidence gathering techniques Practitioner research Ethics Data analysis techniques.

This book will be valuable to anyone begining a research or a professional or a professional or school development project, whatever stage they are at within the teaching community, from training for QTS, higher degree, or in need of evidence-backed decisions for the strategic development of their school.

If you are a trainee teacher or experienced practitioner new to research, or are simply wondering how to get started on your education research project, this practical book will be your guide. The authors offer simple steps to ensure that you ask the key questions in the most effective way possible. The book guides you through the entire research process: from clarifying the context and conceptual background, to presenting and analysing the evidence gathered.

Supported by examples, checklists and diagrams, this fully revised and updated edition includes a wealth of information on: Research design Evidence gathering techniques Practitioner research Ethics Data analysis techniques.

This book will be valuable to anyone begining a research or a professional or a professional or school development project, whatever stage they are at within the teaching community, from training for QTS, higher degree, or in need of evidence-backed decisions for the strategic development of their school.

'This book is an excellent resource for graduate students in educational leadership programmes. Clearly written chapters and sections are contributed by an array of internationally recognized senior scholars of educational leadership. Connections between leadership concepts and practices are presented clearly and thoroughly, with particular attention to the development of leaders' -Ken Brien, Ed.D., Associate Professor, University of New Brunswick 'This book skilfully integrates both theory and research with practical ideas and approaches around effective school leadership practice' -Graham Thomson, Director, Scottish Centre for Studies in School Administration, University of Edinburgh 'This book enables the reader to relate the theoretical underpinning of research to their own practice, present and future' -David Middlewood, Warwich University, Institute of Education This comprehensive book offers a unique mix of theory and practical guidance, showing you how to apply leadership techniques and approaches. This revised edition includes sections on: - key concepts in theory - the practice of educational leadership and management - developing educational leaders Focused and accessible, the book contains: - an overview and key learning aims at the start of each chapter - figures - discussion and summaries of key research issues Written by leading academics in the field, chapters cover key topics such as strategy, leading teaching and learning, leading and managing staff, deployment of resources, and working with the community. This book is essential reading for acting or aspiring school leaders on CPD programmes and Masters courses. Mark Brundrett is Co-Director of the Centre for Educational Research (CERS) at Liverpool John Moores University.

Carrying out leadership research in educational establishments can be challenging, but it is also rewarding. This accessible book offers sound practical advice and a clear conceptual framework for this research. Drawing on their extensive expertise, the authors show you how to prepare to carry out research, design research tools, and report and reflect on the results.

Students using the book are supported by features such as: key learning objectives in each chapter examples of research tools derived from real leadership project figures explanation of key terms and questions further reading and key web links for each chapter.

This text will be of interest to Masters' and Doctoral level students, academics in the field of educational leadership and management and all those who wish to research a wide range of issues connected with the operation of schools and institutions of further and higher education.

The focus of teacher training is shifting away from specialized subject knowledge and towards the development of transferable skills that can be employed in coordinating any area of the primary curriculum. This book examines the management and leadership techniques that trainees and practising teachers need in order to become subject consultants or effective members of a senior management team.

With an emphasis on the practical techniques and strategies of curriculum management, the book also deals with the theoretical, practical and technological issues facing teachers as they create and manage curricula. Drawing on their considerable experience, the authors guide readers through: - establishing a direction- working with resources- leading and motivating colleagues.

This book is an essential resource for trainees and teachers at every level as they confront the rapidly shifting demands of their profession.

Mark Brundrett is a Senior Research Consultant at the Centre for Educational Leadership at the University of Manchester. Previously, he taught in secondary, middle and primary schools and was a headteacher for five years. He has also taught at several higher education institutions and was Professor of Educational Leadership at the University of Hull.

Neil Burton is currently the MA Education Programme leader at De Montford University, Bedford, where he also teaches on undergraduate and postgraduate initial teacher training courses. He has worked in senior positions in primary and secondary schools, advised on primary science and technology in a large Local Educaiton Authority, and taught on MBA and EdD programmes at various universities.