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The challenge of school improvement for "failing schools" is complex and much debated issue. This text attempts to help those working in, or working with, failing schools and aims to contradict the notion that there are no "quick fixes" for schools in difficulty.; The issue of "failing schools" is ...

The challenge of school improvement for "failing schools" is complex and much debated issue. This text attempts to help those working in, or working with, failing schools and aims to contradict the notion that there are no "quick fixes" for schools in difficulty.; The issue of "failing schools" is looked at from a number of viewpoints. Section one contains policy perspectives; section two contains three schools' perspectives; section three contains chapters written by three external facilitators; section four addresses the issues from three prominant school effectiveness researchers; and section five gives international perspectives from the co-ordinator of the OECD Combating School Failure initiative.

Effective school leadership depends on developing an understanding of people, organisational learning and organisational processes. However, each school has a unique set of circumstances.nbsp;Prescriptions for leadership that apply to one school may well not apply to another. Individual Schools ...

Effective school leadership depends on developing an understanding of people, organisational learning and organisational processes. However, each school has a unique set of circumstances.nbsp;Prescriptions for leadership that apply to one school may well not apply to another. Individual Schools, Unique Solutions turns away from the highly prescriptive management practices that often fail to provide a workable solution to specific problems in schools. Adrian Raynor demonstrates that by understanding the process influencing any situation, a creative solution can be achieved. The book draws on systems theory and aspects of complexity theory. While addressing many of the issues commonly faced by headteachers, the principles described are equally important for all levels of school management and the book will be of interest to all those in management positions in schools. Ultimately, this book is about developing effective leadership through understanding and is a guide to thinking afresh rather than looking for another quick-fix prescription.

As societies continue to set educational goals that are, on current performance, beyond the capacity of the system to deliver, strategies for enhancing student learning through school and classroom intervention have become increasingly important. Yet, as David Hopkins argues in this book, many of ...

As societies continue to set educational goals that are, on current performance, beyond the capacity of the system to deliver, strategies for enhancing student learning through school and classroom intervention have become increasingly important. Yet, as David Hopkins argues in this book, many of the educational initiatives developed recently under the umbrella of school improvement are inadequate of unhelpful. Simply blaming teachers and delegating financial responsibility, he maintains, has little positive impact on classroom practice. Similarly, school heads who restrict their influence to bureaucratic intervention, ignoring the learning level, should not be surprised when student achievement scores fail to rise. This is the bleak context within which school improvement has to operate today. It is a situation predisposed towards short-term remedies for profound problems, in organisational settings not always conducive to enhancing student achievement and learning. School Improvement for Real offers a genuine alternative: a strategy for educational change that focuses on student achievement by modifying classroom practice, and adapting the management arrangements within the school to support teaching and learning. It outlines an approach to school improvement that has a medium term, systemic orientation, providing both principles and suggestions for better practice. The author's experience in the field of school improvement ensures that the text is informed by a practical wisdom that is so often lacking from the more typical managerial texts on improvement and effectiveness.

This challenging, hard-hitting book is about making schooling relevant to modern society. It starts from the premise that our present education system is ill equipped to serve students and society in thenbsp;twenty-first century. In a series of positive yet powerful and provocativenbsp;chapters, the ...

This challenging, hard-hitting book is about making schooling relevant to modern society. It starts from the premise that our present education system is ill equipped to serve students and society in thenbsp;twenty-first century. In a series of positive yet powerful and provocativenbsp;chapters, the authors look at critical issues shaping schools today, with a view to: * set out the critical issues behind the headlines * show evidence from research and examples of good practice * stimulate public debate and rigorous thinking about how we educate children for life in the twenty-first century * provide practical examples of learning for the future * present a vision for school transformation. With contributions from a range of leading commentators including Tim Brighouse, Jonathan Poritt, Anita Roddick, Charles Handy and Jonathan Sacks, this is a must-read for school leaders, teachers, policy-makers, parents and all education professionals.