Debra McGregor – författare

This book is essential reading for trainees and newly qualified teachers as well as those supporting new entrants to the profession.

Contributors: Linda Devlin, Mary Dunne, Vanessa Dye, Mahmoud Emira, Angela Gault, Fay Glendenning, Gerald Griggs, Paul Gurton, Dot Heslop, Lesley Mycroft, Sarah Powell, Lorraine Thomas, Julia Wilde

This book is essential reading for trainees and newly qualified teachers as well as those supporting new entrants to the profession.

The key purpose of school leadership is to improve learning. What Works in School Leadership? examines research evidence and leadership models that focus on learning and provides resources that will help readers to understand their school’s culture and develop strategies to change and improve their schools. It introduces and explains contemporary research, leadership theories and real-world examples to identify what works (and doesn’t work) in school leadership.

Recognising that leadership occurs at all levels in schools, this book addresses factors that underpin successful distributed, middle and team leadership. Chapters identify how leaders can effectively recruit, retain and motivate their staff, as well as the ways in which professional development can be supported. Key aspects of inclusive leadership that address diversity and equity are also considered in depth.

Each school is unique and there is no magic formula that will guarantee instant results in every school; with this in mind, What Works in School Leadership? provides readers with a range of research evidence and resources to enable them to select strategies that will create a positive learning environment for staff and pupils at their own school.

This is essential reading for school leaders, those aspiring to leadership and anyone studying or researching school leadership.

The key purpose of school leadership is to improve learning. What Works in School Leadership? examines research evidence and leadership models that focus on learning and provides resources that will help readers to understand their school’s culture and develop strategies to change and improve their schools. It introduces and explains contemporary research, leadership theories and real-world examples to identify what works (and doesn’t work) in school leadership.

Recognising that leadership occurs at all levels in schools, this book addresses factors that underpin successful distributed, middle and team leadership. Chapters identify how leaders can effectively recruit, retain and motivate their staff, as well as the ways in which professional development can be supported. Key aspects of inclusive leadership that address diversity and equity are also considered in depth.

Each school is unique and there is no magic formula that will guarantee instant results in every school; with this in mind, What Works in School Leadership? provides readers with a range of research evidence and resources to enable them to select strategies that will create a positive learning environment for staff and pupils at their own school.

This is essential reading for school leaders, those aspiring to leadership and anyone studying or researching school leadership.

Dramatic Science is an invaluable tool for any teachers and primary science leaders who have classes of 5 – 10 year olds. It provides the busy professional with a range of tried and tested techniques to use drama as a support and aid to the teaching of science to young children.

The techniques within this book offer innovative and creative strategies for teaching a challenging area of the curriculum and broadening teachers’ own scientific knowledge and understanding.

All the strategies in this book have been shown to work effectively in a range of primary schools. The approaches described offer an inclusive and participatory way to teach science and the authors provide a pedagogical commentary on the ways that teachers have tried the techniques and how they have worked best. Reflective discussion on the strategies will include discussion about how the children have responded to these strategies and how the drama experiences have impacted on their learning.

This invaluable resource:-

Any teachers wishing to hone their practice to motivate children and improve their science learning and attainment will find this an invaluable resource. It will also be useful for science leaders, specialist teachers and other professionals who are involved in supporting schools to improve the quality of learning in science and other subjects, trainee teachers and NQTs interested in developing creative learning in their classrooms.

Dramatic Science is an invaluable tool for any teachers and primary science leaders who have classes of 5 – 10 year olds. It provides the busy professional with a range of tried and tested techniques to use drama as a support and aid to the teaching of science to young children.

The techniques within this book offer innovative and creative strategies for teaching a challenging area of the curriculum and broadening teachers’ own scientific knowledge and understanding.

All the strategies in this book have been shown to work effectively in a range of primary schools. The approaches described offer an inclusive and participatory way to teach science and the authors provide a pedagogical commentary on the ways that teachers have tried the techniques and how they have worked best. Reflective discussion on the strategies will include discussion about how the children have responded to these strategies and how the drama experiences have impacted on their learning.

This invaluable resource:-

Any teachers wishing to hone their practice to motivate children and improve their science learning and attainment will find this an invaluable resource. It will also be useful for science leaders, specialist teachers and other professionals who are involved in supporting schools to improve the quality of learning in science and other subjects, trainee teachers and NQTs interested in developing creative learning in their classrooms.

To be a successful teacher, or student of education, it is crucial to acknowledge the learning process. This book explains major learning theories, how they have developed, what beliefs and evidence they have been based upon and what they mean for teachers' practice. Key areas considered include:

The book also includes a range of practical tasks and questions for consideration to encourage deeper reflection about teaching and learning processes.This is essential reading for anyone training to teach in primary and secondary education, Education Studies students, and teachers seeking to refresh their knowledge and understanding of different perspectives of learning.Debra McGregor is Professor in Education at Oxford Brookes University.

To be a successful teacher, or student of education, it is crucial to acknowledge the learning process. This book explains major learning theories, how they have developed, what beliefs and evidence they have been based upon and what they mean for teachers' practice. Key areas considered include:

The book also includes a range of practical tasks and questions for consideration to encourage deeper reflection about teaching and learning processes.This is essential reading for anyone training to teach in primary and secondary education, Education Studies students, and teachers seeking to refresh their knowledge and understanding of different perspectives of learning.Debra McGregor is Professor in Education at Oxford Brookes University.

To be a successful teacher, or student of education, it is crucial to acknowledge the learning process. This book explains major learning theories, how they have developed, what beliefs and evidence they have been based upon and what they mean for teachers′ practice. Key areas considered include:

The book also includes a range of practical tasks and questions for consideration to encourage deeper reflection about teaching and learning processes.This is essential reading for anyone training to teach in primary and secondary education, Education Studies students, and teachers seeking to refresh their knowledge and understanding of different perspectives of learning.Debra McGregor is Professor in Education at Oxford Brookes University.

This book presents a wide range of international perspectives that explore the different ways the diverse forms of drama supports learning in science. It illustrates how learning science by adopting and adapting theatrical techniques can offer more inclusive ways for students to relate to scientific ideas and concepts. The theatrical processes by which subject matter can be introduced, thought about, discussed, transformed, enacted and disseminated are shown to be endless. The first section of the book considers different ways of theorising and applying drama in classrooms. The second section provides a range of case studies illustrating how role play, performance, embodiment and enquiry approaches can be utilised for learning in primary, secondary and tertiary education contexts. The third section demonstrates how different research methods from questionnaires, particular kinds of tests and even the theatrical conventions themselves can provide rich data that informs how drama impacts on learning science.