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Webster's points are: (1) the principal must teach teachers using an informed vision of the school as an ideal setting for learner growth, (2) teaching the universe of discourse and its skills are the most important activities in schools because discourse is the "master switchboard" of all teaching ...

Webster's points are: (1) the principal must teach teachers using an informed vision of the school as an ideal setting for learner growth, (2) teaching the universe of discourse and its skills are the most important activities in schools because discourse is the "master switchboard" of all teaching and learning, and (3) effective principalship is eclectic and pragmatic. The focus of the book includes educationally sound, legally defensible teacher evaluation that has been developed with other principals who have perfected the science of "writing up" teachers. Innovations in Webster's method involve approaches to staff development, different portrayals of the authoritative basis of the principalship, and the evaluation of teaching from the point of view of discourse among practiced and inexperienced teachers.

This book addresses the complications and implications of parental involvement as a policy, through an exploratory theoretical approach, including historical and sociological accounts and personal reflection. This approach represents the author's effort to understand the origins, meanings, and ...

This book addresses the complications and implications of parental involvement as a policy, through an exploratory theoretical approach, including historical and sociological accounts and personal reflection. This approach represents the author's effort to understand the origins, meanings, and effects of parental involvement as a prerequisite of schooling and particularly as a policy 'solution' for low achievement and even inequity in the American educational system. Most of the policy and research discourse on school-family relations exalts the partnership ideal, taking for granted its desirability and viability, the perspective of parents on specific involvement in instruction, and the conditions of diverse families in fulfilling their appointed role in the partnership. De Carvalho takes a distinct stance. She argues that the partnership-parental ideal neglects several major factors: It proclaims parental involvement as a means to enhance (and perhaps equalize) school outcomes, but disregards how family material and cultural conditions, and feelings about schooling, differ according to social class; thus, the partnership-parental involvement ideal is more likely to be a projection of the model of upper-middle class, suburban community schooling than an open invitation for diverse families to recreate schooling. Although it appeals to the image of the traditional community school, the pressure for more family educational accountability really overlooks history as well as present social conditions. Finally, family-school relations are relations of power, but most families are powerless. De Carvalho makes the case that two linked effects of this policy are the gravest: the imposition of a particular parenting style and intrusion into family life, and the escalation of educational inequality. Rethinking Family-School Relations: A Critique of Parental Involvement in Schooling--a carefully researched and persuasively argued work--is essential reading for all school professionals, parents, and individuals concerned with public schooling and educational equality.

Are you one of the 70 per cent of newly qualified secondary teachers who say that they are well-prepared for certain aspects of teaching their specialist subject - such as planning, selecting resources and assessing their own teaching - and yet feel very much less prepared in other professional ...

Are you one of the 70 per cent of newly qualified secondary teachers who say that they are well-prepared for certain aspects of teaching their specialist subject - such as planning, selecting resources and assessing their own teaching - and yet feel very much less prepared in other professional areas? This completely updated edition tackles all the issues which new teachers find difficult. It builds on the skills and knowledge you will have learned on your initial teacher education or PGCE course and offers a planned process of professional development. The book is divided into four sections relating to the priorities which teachers will have at different stages in their first year and includes chapters on: * Managing yourself and your workload * Working as part of a team * Developing teaching and learning strategies * Challenging behaviour in the classroom * Assessing, recording and reporting * Values and Citizenship Education * The school sixth form and the growth of vocational qualifications * Continuing professional development. The book can be used either as a stand alone companion for newly qualified teachers, or as a follow-on from the editors' successful text book, Learning to Teach in the Secondary School , 3rd edition.