Its' about Learning (and It's about Time)

Its' about Learning (and It's about Time)

Its' about Learning (and It's about Time)

Its' about Learning (and It's about Time)


The purpose of this book is to re-orient the current agenda in education towards learning. The recent emphasis has been on achieving standards through managing schools, teachers and the teaching process. But the real purpose of schools was, is, and always will be about learning. In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them to refocus on learning at all levels - pupils, teachers, leaders, the organisation as a whole and all of the school's partners. It's About Learning is a clear andnbsp;well written discussion woven with practical examples and strategies. It also includes an annotated bibliography suggesting useful follow-up reading, and the issues are posed as questions for reflection and discussion.


Kate Myers and John MacBeath

Series introduction

There is a concerted move to raise standards in the public education system. The aim is laudable. Few people would disagree with it. However, there is no clear agreement about what we mean by 'standards'. Do we mean attainment or achievement more broadly defined, for example, and how we are to raise whatever it is we agree needs raising?

At the same time, there appears to be an increasing trend towards approaching changes in education through a controlling, rational and technical framework. This framework tends to concentrate on educational content and delivery and ignores the human-resource perspective and the complexity of how human beings live, work and interact with one another. It overemphasizes linearity and pays insufficient attention to how people respond to change and either support or subvert it.

Recent government initiatives, including the National Curriculum, OFSTED school and LEA inspections, assessment procedures, league tables, target-setting, literacy and numeracy hours, and performance management have endorsed this framework. On occasions this has been less to do with the content of 'reforms' than the process of implementation - that is, doing it 'to' rather than 'with' the teaching profession. Teachers are frequently treated as the problem rather than part of the solution, with the consequence that many feel disillusioned, demoralised and disempowered. Critics of this top-down approach are often seen as lacking rigour, complacent about standards, and uninterested in raising achievement.

We wanted to edit this series because we believe that you can be passionate about public education, about raising achievement, about

Search by... Author
Show... All Results Primary Sources Peer-reviewed


An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.