Your search for: subjects:"Education Aims And Objectives Great Britain"

Do our schools really meet the needs of children and young people today? In 2001, The Guardian launched a competition called The School I'd Like, in which young people were asked to imagine their ideal school. This vibrant, groundbreaking book presents material drawn from that competition ...

Do our schools really meet the needs of children and young people today? In 2001, The Guardian launched a competition called The School I'd Like, in which young people were asked to imagine their ideal school. This vibrant, groundbreaking book presents material drawn from that competition, offering a unique snapshot of perceptions of today's schools by those who matter most - the pupils. The book is wonderfully illuminated by children's essays, stories, poems, pictures and plans. Placing their views in the centre of the debate, it provides an evaluation of the democratic processes involved in teaching and learning by: * identifying consistencies in children's expressions of how they wish to learn * highlighting particular sites of 'disease' in the education system today * illustrating how the built environment is experienced by today's children * posing questions about the reconstruction of teaching and learning for thenbsp;twenty-first century. This book offers a powerful new perspective on school reform and will be essential reading for all those involved in education and childhood studies, including teachers, advisors, policy-makers, academics, and anyone who believes that children's voices should not be ignored.

Now, in this firsthand look at school reform in Great Britain, John E. Chubb and Terry M. Moe show how the landmark Education Reform Act of 1988 imposed a radically new framework on British education--a framework built on the same types of reform Act of 1988 imposed a radically new framework on ...

Now, in this firsthand look at school reform in Great Britain, John E. Chubb and Terry M. Moe show how the landmark Education Reform Act of 1988 imposed a radically new framework on British education--a framework built on the same types of reform Act of 1988 imposed a radically new framework on British education--a framework built on the same types of reforms that American activists have been proposing for years.

Today's schools are subject to increasing demand and constraint; their work is more complex and fast changing than ever before; politicians and press demand quick fixes. This book paints the picture of a new integrity for our schools as they face a challenging future. Themes addressed include: ...

Today's schools are subject to increasing demand and constraint; their work is more complex and fast changing than ever before; politicians and press demand quick fixes. This book paints the picture of a new integrity for our schools as they face a challenging future. Themes addressed include: *schools as places of learning and integrity *the curriculum *family, child and intercultural perspectives *community relations *policy and governance. The authors demonstrate how a connected approach is necessary if schools are to hold themselves together and play a key role in working with young people to construct a future.

In 2000, the school curriculum in England was equipped - for the first time in the country's history - with an extensive set of aims and purposes. In this book, leading experts in the teaching of school subjects examine the significance of the new aims for the reform of the curriculum. In two ...

In 2000, the school curriculum in England was equipped - for the first time in the country's history - with an extensive set of aims and purposes. In this book, leading experts in the teaching of school subjects examine the significance of the new aims for the reform of the curriculum. In two general introductory chapters John White discusses the validity of the aims and how they might be realised in schools. The remainder of the book focuses on subject specific areas and how these need to be brought into line with the new aims, so as to produce a more relevant and enjoyable curriculum experience for pupils, including more opportunities for choice of activities. The book concludes with suggestions about how government policy on the curriculum should now succeed. This portrayal of the school curriculum today and how it could be developed in line with the new aims will be of interest to those studying education with a particular focus on the areas of curriculum, assessment, school management, philosophy of education and the history of education.