Julia Evetts - Böcker

Appointment to a secondary headship is seen by many in the teaching profession as the pinnacle of a teaching career. Is is certainly the top management post in schools. But how is the transition from teacher to headteacher made, what are the obstacles on the way and what lies in store for the appointed head? In Becoming a Secondary Headteacher, Julia Evetts examines the pocesses involved in developing a new career in teaching and becoming a secondary headteacher. Using the promotion experience of individual headteachers, she looks at the factors which can determine career progression and those which might hold it back. The issue of gender and headship is a recurrent theme in the book and Dr Evetts investigates the differing careers and headship experiences of men and women. The book goes on to examine the headteachers role in the current climate of self-management and self-determination. it looks at the current atmosphere of internal politics and the need to generate income, noth of which have increased the strain on school heads. Finally, Julia Evetts discusses the choices which lie beyond headship for a teacher who wishes to develop further.Becoming a Secondary Headteacher is essential reading for all teachers who wish to progress in school management, for headteachers, for governors and LEA advisers.Julia Evetts is Senior Lecturer in the School of Social Studies at the University of Nottingham.

Addresses the difficulties faced by women who embark on careers in the professions and considers the future of equal opportunties policies at a time of recession and high unemployment. It also explores the need to de-gender the concept of career in order to encompass women's expectations

Originally published in 1990. This study investigates the experiences of women in primary teaching and examines the levels of promotion achieved by men and women in the profession. Using extracts from women’s accounts of their own career histories, Women in Primary Teaching analyses both the contexts in which careers are constructed and the strategies that are devised by women pursuing careers. The author examines the extent to which women are faced with a dilemma of dual commitments not experienced by men: the juggling of home and family with teaching work. What effect do interruptions in service and continued family management have on a career? How too do women’s attitudes to promotion differ from men’s and in what manner is promotion sought – if at all? In addressing these questions, this book is interesting to anyone involved in studying women and work as well as practising and student teachers.

Originally published in 1990. This study investigates the experiences of women in primary teaching and examines the levels of promotion achieved by men and women in the profession. Using extracts from women’s accounts of their own career histories, Women in Primary Teaching analyses both the contexts in which careers are constructed and the strategies that are devised by women pursuing careers. The author examines the extent to which women are faced with a dilemma of dual commitments not experienced by men: the juggling of home and family with teaching work. What effect do interruptions in service and continued family management have on a career? How too do women’s attitudes to promotion differ from men’s and in what manner is promotion sought – if at all? In addressing these questions, this book is interesting to anyone involved in studying women and work as well as practising and student teachers.

This study, first published in 1973, examines the principles that lie behind educational dilemmas, and helps to clarify the difficulties of explanation, justification and practical action in the educational system. The author explores various key concepts in the education process, such as Intelligence, Equal Opportunity, Knowledge and Selection. She shows that different and often contrasting interpretations of these concepts imply certain assumptions about the nature of man, the genesis and knowledge, the education process and its relation to society. This title will be of interest to students of sociology and education.

This study, first published in 1973, examines the principles that lie behind educational dilemmas, and helps to clarify the difficulties of explanation, justification and practical action in the educational system. The author explores various key concepts in the education process, such as Intelligence, Equal Opportunity, Knowledge and Selection. She shows that different and often contrasting interpretations of these concepts imply certain assumptions about the nature of man, the genesis and knowledge, the education process and its relation to society. This title will be of interest to students of sociology and education.

Addresses the difficulties faced by women who embark on careers in the professions and considers the future of equal opportunties policies at a time of recession and high unemployment. It also explores the need to de-gender the concept of career in order to encompass women's expectations