David Frost – författare

Following the resounding success of the eponymous West End and Broadway hit play, Frost/Nixon tells the extraordinary story of how Sir David Frost pursued and landed the biggest fish of his career—and how the series drew larger audiences than any news interview ever had in the United States, before being shown all over the world.

This is Frost''s absorbing story of his pursuit of Richard Nixon, and is no less revealing of his own toughness and pertinacity than of the ex-President''s elusiveness. Frost''s encounters with such figures as Swifty Lazar, Ron Ziegler, potential sponsors, and Nixon as negotiator are nothing short of hilarious, and his insight into the taping of the programs themselves is fascinating.

Frost/Nixon provides the authoritative account of the only public trial that Nixon would ever have, and a revelation of the man''s character as it appeared in the stress of eleven grueling sessions before the cameras. Including historical perspective and transcripts of the edited interviews, this is the story of Sir David Frost''s quest to produce one of the most dramatic pieces of television ever broadcast, described by commentators at the time as “a catharsis” for the American people.

This is a practical step-by-step guide to how the quality of teaching and learning in schools can be improved through the development of organizational capacity and professional networking. Whether you''re involved in the National College of School Leadership''s Networked Learning Communities scheme, or simply wish to enable teachers to initiate and sustain education change, this replacement to David Frost''s earlier Reflective Action Planning for Teachers will be of great benefit.

The book demonstrates how secondary and primary teachers can contribute fully to the improvement of their school, while pursuing their own continued professional development and gaining accreditation through school-based work. It provides guidelines for school managers, higher education tutors, external consultants and LEA advisors establishing school-based support, and gives tried and tested flexible proformas, checklists and other practical tools that are ideal for training, INSET or a personal audit.

This is a practical step-by-step guide to how the quality of teaching and learning in schools can be improved through the development of organizational capacity and professional networking. Whether you''re involved in the National College of School Leadership''s Networked Learning Communities scheme, or simply wish to enable teachers to initiate and sustain education change, this replacement to David Frost''s earlier Reflective Action Planning for Teachers will be of great benefit.

The book demonstrates how secondary and primary teachers can contribute fully to the improvement of their school, while pursuing their own continued professional development and gaining accreditation through school-based work. It provides guidelines for school managers, higher education tutors, external consultants and LEA advisors establishing school-based support, and gives tried and tested flexible proformas, checklists and other practical tools that are ideal for training, INSET or a personal audit.

Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with ‘formative assessment’ or ‘assessment for learning’. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. Among the materials included you will find:

In addition, there is a support website and examples of how individual schools have used or adapted these materials to maximize their benefits.

Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with ‘formative assessment’ or ‘assessment for learning’. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. Among the materials included you will find:

In addition, there is a support website and examples of how individual schools have used or adapted these materials to maximize their benefits.

A fresh look at school improvement from the perspective of professional development.There are many things that teachers can do to improve the conditions for learning and teaching in their own schools. This book shows how staff can take the initiative and identify areas in their school in need of attention, and tackle them. It provides case-study accounts of schemes in a number of schools, together with accounts of the action research based development work undertaken by teachers to improve their schools. The studies illuminate issues such as: improving the quality of learning and teaching; developing an effective school council; building partnerships and community schemes; developing economic and industrial understanding.

A fresh look at school improvement from the perspective of professional development.There are many things that teachers can do to improve the conditions for learning and teaching in their own schools. This book shows how staff can take the initiative and identify areas in their school in need of attention, and tackle them. It provides case-study accounts of schemes in a number of schools, together with accounts of the action research based development work undertaken by teachers to improve their schools. The studies illuminate issues such as: improving the quality of learning and teaching; developing an effective school council; building partnerships and community schemes; developing economic and industrial understanding.

Examining a decade of research and practice, this book makes the case for a radical reappraisal of leadership, learning, and their interrelationship in educational policy. Discussing whether policy direction is progressively constraining the professionalism and initiative of teachers and school leaders, it challenges conventional understanding and argues the case for thinking differently about the way to lead learning.

Based on the Leadership for Learning (LfL) Project, the book clarifies, extends, and refines LfL principles and practices, and their contribution to ameliorating some of the difficult conditions encountered in the contemporary educational policy environment. It starts by discussing the direction and influence of current education policy and its subsequent consequences; chapters then move on to explore the framing values informing the LfL Projects, particularly focusing on what they imply for commitments to social justice, children’s rights and breadth in student learning, and considering how to create favourable conditions for learning.

Identifying a disconnect between seminal principles and the nature of day-to-day practice, Strengthening the Connections between Leadership and Learning challenges school policy and practice at national and local levels. It is an essential read for postgraduate students, especially those studying leadership in education, as well as for teachers and policymakers in schools.

Examining a decade of research and practice, this book makes the case for a radical reappraisal of leadership, learning, and their interrelationship in educational policy. Discussing whether policy direction is progressively constraining the professionalism and initiative of teachers and school leaders, it challenges conventional understanding and argues the case for thinking differently about the way to lead learning.

Based on the Leadership for Learning (LfL) Project, the book clarifies, extends, and refines LfL principles and practices, and their contribution to ameliorating some of the difficult conditions encountered in the contemporary educational policy environment. It starts by discussing the direction and influence of current education policy and its subsequent consequences; chapters then move on to explore the framing values informing the LfL Projects, particularly focusing on what they imply for commitments to social justice, children’s rights and breadth in student learning, and considering how to create favourable conditions for learning.

Identifying a disconnect between seminal principles and the nature of day-to-day practice, Strengthening the Connections between Leadership and Learning challenges school policy and practice at national and local levels. It is an essential read for postgraduate students, especially those studying leadership in education, as well as for teachers and policymakers in schools.

'Rarely does a book on education reform capture both the big and the small picture with such brilliant clarity. MacBeath and his colleagues furnish a 'no holds barred' account of the ins and outs of understanding and assessing the impact of schools struggling for success. A fascinating read' - Michael Fullan, Professor Emeritus, OISE/University of Toronto

Schools serving young people on the margins of society face a major challenge in trying to create an environment where students can succeed.

The book examines key issues in the field of school improvement. More specifically, it draws on evidence from the SFECC (Schools Facing Exceptionally Challenging Circumstances) project to explore:

othe policy context of schools on the edge

othe nature of extreme challenges

othe way schools have responded to extreme challenge

owhat seems to be effective in helping such schools to meet the challenge

oobstacles to success and the facilities and resources that can make a difference

ostrategies to meet the needs of the local community and facilitate lasting change.

Each of the authors has wide experience of school effectiveness and improvement, and of working with schools in disadvantaged communities in Britain, the USA and many other parts of the world.

School leaders, local authorities, practitioners and all those involved in any aspect of school leadership and school improvement will find this book highly pertinent.