Christopher Chapman – författare

Strategy, risk management and project management are often considered separately by those applying their principles—but at their most effective, all are dependent upon each other for success. Enlightened Planning teaches this holistic perspective and demonstrates how a synthesis of these approaches yields far greater opportunities. A strategic, calculated risk, for example, can be less inherently risky than chronic risk aversion over time.

Here, a respected specialist and teacher demonstrates how to become an ''enlightened planner'', one that is aware of project, strategy and risk concerns, and their potential interplay. Following the core principle of Keep It Simple Systematically, he shows how organised, systematic thought processes can demystify the complexities of decision-making when considering a huge variety of concerns at once.

Supported throughout with real-life cases from the author’s considerable experiences with commercial organisations, it is also supported by a website containing even more cases, learning and teaching materials. This book is essential reading for any practitioner specialising in risk management, project management or strategy; as well as those teachers or participants in executive programmes.

Strategy, risk management and project management are often considered separately by those applying their principles—but at their most effective, all are dependent upon each other for success. Enlightened Planning teaches this holistic perspective and demonstrates how a synthesis of these approaches yields far greater opportunities. A strategic, calculated risk, for example, can be less inherently risky than chronic risk aversion over time.

Here, a respected specialist and teacher demonstrates how to become an ''enlightened planner'', one that is aware of project, strategy and risk concerns, and their potential interplay. Following the core principle of Keep It Simple Systematically, he shows how organised, systematic thought processes can demystify the complexities of decision-making when considering a huge variety of concerns at once.

Supported throughout with real-life cases from the author’s considerable experiences with commercial organisations, it is also supported by a website containing even more cases, learning and teaching materials. This book is essential reading for any practitioner specialising in risk management, project management or strategy; as well as those teachers or participants in executive programmes.

Focusing on what can be done to promote equity within education systems, what the barriers to progress are and how these barriers might be overcome, this book provides detailed examples of strategies that have proved to be effective in addressing this challenge. Built on the work of the authors over the last three decades, the book presents an approach to educational change that will be relevant to different countries.

The authors argue that there is untapped potential for promoting progress towards greater equity within schools and the communities they serve. They also show how this potential can be mobilised by using forms of collaborative action research to stimulate the development of more inclusive ways of working. Central to this approach is the use of evidence collected by practitioners with the support of university researchers, drawing on the human resources that are there in every school.

Grounded in research, evidence and experience in the field, this book is ideal reading for a wide audience of practitioners and policy makers globally, including senior staff in schools, as well as post-graduate students, researchers and academics who are focusing on educational improvement.

Focusing on what can be done to promote equity within education systems, what the barriers to progress are and how these barriers might be overcome, this book provides detailed examples of strategies that have proved to be effective in addressing this challenge. Built on the work of the authors over the last three decades, the book presents an approach to educational change that will be relevant to different countries.

The authors argue that there is untapped potential for promoting progress towards greater equity within schools and the communities they serve. They also show how this potential can be mobilised by using forms of collaborative action research to stimulate the development of more inclusive ways of working. Central to this approach is the use of evidence collected by practitioners with the support of university researchers, drawing on the human resources that are there in every school.

Grounded in research, evidence and experience in the field, this book is ideal reading for a wide audience of practitioners and policy makers globally, including senior staff in schools, as well as post-graduate students, researchers and academics who are focusing on educational improvement.

As countries seek to develop their education systems, achieving sustainable improvements amongst students from disadvantaged backgrounds remains a major challenge. This has considerable implications for those in the research community as they seek to influence developments in the field.

Drawing on the authors’ extensive experiences as researchers, policy advisers and influencers, Changing Education Systems offers key insights on how to promote equity within education systems. Exploring three large-scale national reform programmes, the book:

Changing Education Systems is a must-read for policy-makers and practitioners involved in educational reforms, as well as researchers wishing to contribute to and learn from such developments.

As countries seek to develop their education systems, achieving sustainable improvements amongst students from disadvantaged backgrounds remains a major challenge. This has considerable implications for those in the research community as they seek to influence developments in the field.

Drawing on the authors’ extensive experiences as researchers, policy advisers and influencers, Changing Education Systems offers key insights on how to promote equity within education systems. Exploring three large-scale national reform programmes, the book:

Changing Education Systems is a must-read for policy-makers and practitioners involved in educational reforms, as well as researchers wishing to contribute to and learn from such developments.

The persistent challenge of achieving excellence and equity within education systems has renewed interest in generating context-specific solutions through localised school networks. But how can successful school networks be developed?

Based around the lifecycle of a network, this book traces the development of a network from its initial inception, exploring the ways in which it can be sustained and remain capable of meeting the future challenges faced by schools and their communities. The book explores a series of important issues facing school leaders, including:

The book draws on UK and international research to discuss the development and leadership of networks and to outline a number of tried-and-tested leadership approaches. In addition, the authors draw on their own experience and research to provide accounts of real networks to expose the realities of networking. Each chapter tackles a key leadership issue and ends with a series of tools to support those leading and facilitating networks tackle these in practice.

This book will be of interest to practising school leaders, network co-ordinators, postgraduate students and those researching educational leadership and school improvement.

The persistent challenge of achieving excellence and equity within education systems has renewed interest in generating context-specific solutions through localised school networks. But how can successful school networks be developed?

Based around the lifecycle of a network, this book traces the development of a network from its initial inception, exploring the ways in which it can be sustained and remain capable of meeting the future challenges faced by schools and their communities. The book explores a series of important issues facing school leaders, including:

The book draws on UK and international research to discuss the development and leadership of networks and to outline a number of tried-and-tested leadership approaches. In addition, the authors draw on their own experience and research to provide accounts of real networks to expose the realities of networking. Each chapter tackles a key leadership issue and ends with a series of tools to support those leading and facilitating networks tackle these in practice.

This book will be of interest to practising school leaders, network co-ordinators, postgraduate students and those researching educational leadership and school improvement.

This book draws on the lessons from one of the most intensive periods of educational reform in any country during recent times. The post-1997 English experience, under a New Labour government, is used to illustrate the opportunities and challenges associated with attempting to develop a world class education system. Such reforms are fiercely contested - and often polarized - with proponents stressing the opportunities created, while others reveal the erosion of professional values. Contributions from UK and overseas researchers, including Andy Hargreaves and John Smyth, reflect on the implications for those concerned with developing education systems across the globe. Focusing on the challenges of radical reform in key areas - including variation in educational achievement; accountability and standards; linking school and community policies; workforce reform and choice and diversity - the book includes chapters on: Accountability for School ImprovementWorkforce-modelling and Distributed LeadershipMulti-agency Work and Children’s Services

The Education and Poverty Link

Personalised Learning

Initial Teacher EducationDrawing on the framework developed by New Labour to assess the approaches to and outcomes of interventions and the extent to which policies can deliver promised transformations - but going much deeper and wider than this - the authors present a critical account of reform by studying examples of policies, and conceptualizing the interplay between policy, practice and research. With contributions from leading international commentators, this book will be of interest to researchers in education, education policy and school leadership.

This book draws on the lessons from one of the most intensive periods of educational reform in any country during recent times. The post-1997 English experience, under a New Labour government, is used to illustrate the opportunities and challenges associated with attempting to develop a world class education system. Such reforms are fiercely contested - and often polarized - with proponents stressing the opportunities created, while others reveal the erosion of professional values. Contributions from UK and overseas researchers, including Andy Hargreaves and John Smyth, reflect on the implications for those concerned with developing education systems across the globe. Focusing on the challenges of radical reform in key areas - including variation in educational achievement; accountability and standards; linking school and community policies; workforce reform and choice and diversity - the book includes chapters on: Accountability for School ImprovementWorkforce-modelling and Distributed LeadershipMulti-agency Work and Children’s Services

The Education and Poverty Link

Personalised Learning

Initial Teacher EducationDrawing on the framework developed by New Labour to assess the approaches to and outcomes of interventions and the extent to which policies can deliver promised transformations - but going much deeper and wider than this - the authors present a critical account of reform by studying examples of policies, and conceptualizing the interplay between policy, practice and research. With contributions from leading international commentators, this book will be of interest to researchers in education, education policy and school leadership.