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This book summarizes aspects of reading and writing in primary
schools, interest to educationists in the UK. It outlines the
general process of reading comprehension into different levels.
Published in 1993, this book explores the rights that parents have
been given over their children's schooling. Parents now have the
right to choose the school their children will attend and to be
involved with school management. These rights and roles for parents
as customers and managers are intended to make schools more
responsive to parental concerns and to improve school quality. This
book considers these new roles of parents, how they affect
traditional notions of home-school partnerships, and the effect on
schools. It will appeal to those interested in home-school
relations, in educational governance, and in comparing British
policy in these areas with that of Europe.
Published in 1993, this book explores the rights that parents have
been given over their children's schooling. Parents now have the
right to choose the school their children will attend and to be
involved with school management. These rights and roles for parents
as customers and managers are intended to make schools more
responsive to parental concerns and to improve school quality. This
book considers these new roles of parents, how they affect
traditional notions of home-school partnerships, and the effect on
schools. It will appeal to those interested in home-school
relations, in educational governance, and in comparing British
policy in these areas with that of Europe.
Education in Scotland is markedly different from what happens in
the rest of the UK - with a different National Curriculum, school
boards to oversee school management and a General Teaching Council
which has been in existence since 1965. Whilst there are many
examples of successful and innovative practice in Scotland, the
system is quite often not recognised as different by writers who
talk about the UK education system as if it were one smooth whole.
This book describes recent developments in both legislation and
practice in Scotland, drawing comparisons with the English system.
Chapters cover:
* administration and management
* the professional competence of teachers
* early years education provision
* the 'National Curriculum' in Scotland
* Secondary Education
* Special Educational Needs
`... an excellent volume, one which should become essential reading
for students of education, especially those at the start of their
careers. Incidentally, not only is the book concise; unusually for
a jointly-authored book it is also hard to see the joins; it really
does read well' - Scottish Affairs `An interesting comparison of
pairs of schools which differed in the extent to which they
excluded, the authors found several differences: the schools' views
on what education is all about; the way the curriculum is
structured; relations with parents; and decision-making about
exclusion' - Times Educational Supplement Exclusion from school is
a major concern for teachers, parents and children, and features in
government initiatives. This book takes a broad look at exclusion,
mapping the extent of exclusions and showing what factors can lead
to children being excluded, whether permanently or informally, from
school. The authors focus on various kinds of in-school
alternatives to exclusion. They show how schools and teachers can
make a difference to young people's emotional and social
development, as well as to their cognitive-intellectual
development. For many children with difficulties in their families
or communities, school can be a safe and supportive refuge. School
is also much more than just the subjects on the timetable, and the
authors look in detail at the hidden curriculum, or school ethos,
as a means of preventing exclusion. The book goes beyond in-school
alternatives to consider the effectiveness of out-of-school
provision, and raises questions about how to conceptualize
effectiveness. The authors consider perspectives on exclusion from
other countries including the United States, and place exclusion
from school in the broader context of social exclusion.
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