Cyril Poster – författare

This book provides an introduction to and analysis of the concept of the restructuring of schools. It includes detailed case-study material, which analyses the theory, considers the real people involved, and offers practical solutions to the problems of understanding and managing restructuring. Cyril Poster retired from teaching to become deputy director of the National Development Centre for School and Management Training at Bristol University, and then a freelance trainer and consultant. He was the previous series editor of the Routledge Educational Management series. Sonia Blandford is a member of the Oxford Centre for Education Management and Services, Oxford Brookes University. She is a consultant, author and lecturer. John Welton is currently Professor of Education, Oxford Brookes University. As a consultant, researcher and author he has worked extensively in Britain and overseas.

This book provides an introduction to and analysis of the concept of the restructuring of schools. It includes detailed case-study material, which analyses the theory, considers the real people involved, and offers practical solutions to the problems of understanding and managing restructuring. Cyril Poster retired from teaching to become deputy director of the National Development Centre for School and Management Training at Bristol University, and then a freelance trainer and consultant. He was the previous series editor of the Routledge Educational Management series. Sonia Blandford is a member of the Oxford Centre for Education Management and Services, Oxford Brookes University. She is a consultant, author and lecturer. John Welton is currently Professor of Education, Oxford Brookes University. As a consultant, researcher and author he has worked extensively in Britain and overseas.

This book is a practical guide to help primary school staff initiate, or further develop monitoring procedures for both the school curriculum and management. It shows how all members of staff can be involved in monitoring so that it becomes an integral feature of school development and improvement. Specific areas focused on include: * developing a quality control framework * the importance of a whole-school approach to policy making * developing a school-wide system to monitor plans * observing and promoting differentiation in the classroom * the role LEAs must play in monitoring school effectiveness

This book is a practical guide to help primary school staff initiate, or further develop monitoring procedures for both the school curriculum and management. It shows how all members of staff can be involved in monitoring so that it becomes an integral feature of school development and improvement. Specific areas focused on include: * developing a quality control framework * the importance of a whole-school approach to policy making * developing a school-wide system to monitor plans * observing and promoting differentiation in the classroom * the role LEAs must play in monitoring school effectiveness

Originally published in 1988. The National Development Centre for School Management Training was established in Bristol University Department of Education in September 1983. Funded by the DES, the Centre worked both with the providers of management training -universities, polytechnics and colleges of higher education and with the ‘clients’ -the local education authorities. This symposium, containing contributions that demonstrate the considerable strides made in management training in the Centre’s first three years, highlights the importance of the partnerships that developed.

Originally published in 1988. The National Development Centre for School Management Training was established in Bristol University Department of Education in September 1983. Funded by the DES, the Centre worked both with the providers of management training -universities, polytechnics and colleges of higher education and with the ‘clients’ -the local education authorities. This symposium, containing contributions that demonstrate the considerable strides made in management training in the Centre’s first three years, highlights the importance of the partnerships that developed.

This book, originally published in 1992, contains a wealth of experience in the development of community education from and about Third World countries. The influence of Paulo Freire permeates the work, although each country and continent has had to seek its own path and its own methodology. With contributions from a wide variety of countries – from Nigeria and Tanzania, Thailand and Korea to Mexico, Central America and Costa Rica – the book offers a framework in which theory and practice are mutually supportive.