Jacky Lumby – författare

Sponsored by the University Council of Educational Administration (UCEA), the British Educational Leadership, Management, and Administration Society (BELMAS), and the Commonwealth Council for Educational Administration and Management (CCEAM), this is the first book to provide a comprehensive and comparative review of what is known about the preparation and development of primary and secondary school leaders across the globe. It describes current issues and debates and offers an assessment of where the field of leadership development is headed. Key features include the following:Global Focus: this book provides the first comprehensive look at leadership preparation and development across the globe. The chapter authors are distinguished scholars, drawn from the US, UK, Europe, Asia, Canada, Australia/New Zealand, and Africa. Topical & Geographical Focus: provides researchers and policymakers with critical descriptions and assessments of both topical and geographical areas.International Expertise: chapter contributors are drawn from a variety of theoretical perspectives and represent all major continents.

`One of the difficulties with the production of a book that describes the international terrain of leadership and management is that political and social contexts in which policy and practice occur are multi-dimensional. Yet the authors have successfully woven a narrative that engages the reader and helps shape our understanding of diverse ways in which leading and managing occurs in a range of countries. In particular I found the examples regarding schools, resources and teachers' professional work from developing countries a disturbing component of what could be termed the trauma of leadership in those sites. These examples serviced to enrich my own understanding and provide further evidence that there can be no framework or paradigm for understanding leadership and management in a global context' - Educational Review

`Foskett and Lumby's book forms an important and a timely contribution to comparative international studies of educational leadership…. In challenging a range of deeply embedded suppositions about leading and managing in education the authors remind us regularly that the mightiest task of even the most accomplished transformational leader, or radical government policy, is to transform values, attitudes and professional culture. So this exposition of similarities and contrasts in practices makes a useful contribution to the literature on educational leadership in this country and beyond' - David Wood, Journal of Inservice Education

This accessible book provides a critical review of educational leadership and management from an international perspective. It addresses the expectation that practitioners and students of educational management and administration will have an international perspective on their roles, responsibilities and tasks. Increasingly, teachers as education leaders are expected to keep pace with developments in other school and college systems, and to engage with international networks to debate and exchange practical experience.

The book covers a series of key themes in educational leadership, drawing on a wide range of examples, including:

- Learners and learning

- People and communities in education

- Managing strategy and resources

- Learning futures and the changing challenges for educational leaders.

In this context the authors:

- Describe the international landscape of leadership and management.

- Provide an overview of practice in different national settings.

- Identify global patterns and trends.

- Challenge some of the accepted norms in leadership and management.

- Build managers' confidence as part of a global community of professional educators.

- Support informed choice about policy and practice from government to school.

This is a key text for students of educational leadership and management as well as for managers and administrators in schools, colleges and other educational settings.

`One of the difficulties with the production of a book that describes the international terrain of leadership and management is that political and social contexts in which policy and practice occur are multi-dimensional. Yet the authors have successfully woven a narrative that engages the reader and helps shape our understanding of diverse ways in which leading and managing occurs in a range of countries. In particular I found the examples regarding schools, resources and teachers' professional work from developing countries a disturbing component of what could be termed the trauma of leadership in those sites. These examples serviced to enrich my own understanding and provide further evidence that there can be no framework or paradigm for understanding leadership and management in a global context' - Educational Review

`Foskett and Lumby's book forms an important and a timely contribution to comparative international studies of educational leadership…. In challenging a range of deeply embedded suppositions about leading and managing in education the authors remind us regularly that the mightiest task of even the most accomplished transformational leader, or radical government policy, is to transform values, attitudes and professional culture. So this exposition of similarities and contrasts in practices makes a useful contribution to the literature on educational leadership in this country and beyond' - David Wood, Journal of Inservice Education

This accessible book provides a critical review of educational leadership and management from an international perspective. It addresses the expectation that practitioners and students of educational management and administration will have an international perspective on their roles, responsibilities and tasks. Increasingly, teachers as education leaders are expected to keep pace with developments in other school and college systems, and to engage with international networks to debate and exchange practical experience.

The book covers a series of key themes in educational leadership, drawing on a wide range of examples, including:

- Learners and learning

- People and communities in education

- Managing strategy and resources

- Learning futures and the changing challenges for educational leaders.

In this context the authors:

- Describe the international landscape of leadership and management.

- Provide an overview of practice in different national settings.

- Identify global patterns and trends.

- Challenge some of the accepted norms in leadership and management.

- Build managers' confidence as part of a global community of professional educators.

- Support informed choice about policy and practice from government to school.

This is a key text for students of educational leadership and management as well as for managers and administrators in schools, colleges and other educational settings.

Sponsored by the University Council of Educational Administration (UCEA), the British Educational Leadership, Management, and Administration Society (BELMAS), and the Commonwealth Council for Educational Administration and Management (CCEAM), this is the first book to provide a comprehensive and comparative review of what is known about the preparation and development of primary and secondary school leaders across the globe. It describes current issues and debates and offers an assessment of where the field of leadership development is headed. Key features include the following:Global Focus: this book provides the first comprehensive look at leadership preparation and development across the globe. The chapter authors are distinguished scholars, drawn from the US, UK, Europe, Asia, Canada, Australia/New Zealand, and Africa. Topical & Geographical Focus: provides researchers and policymakers with critical descriptions and assessments of both topical and geographical areas.International Expertise: chapter contributors are drawn from a variety of theoretical perspectives and represent all major continents.

'AT LAST, A BOOK ABOUT THIS MOST VEXED PART OF THE CURRICULUM WHICH IS OBJECTIVE, HONEST AND RESEARCH-BASED. These two well-established authors have done what even supposedly neutral writers of official reports have been unable to do and this is because they emerge as having only one 'axe to grind', namely what is best for the students and the country.

Showing only too clearly the confusions and competitions which have bedevilled provision for this age group, THE AUTHORS' VIEWS ARE CONVINCING AND CREDIBLE PARTLY BECAUSE-UNUSUALLY- THEY COME FROM NEITHER A 'PRO-SCHOOL' OR A 'PRO-COLLEGE' LOBBY.( Read , for example, the chapter on leadership to see how leaders in the two sectors-but providing for the same young people ! - can be seen being encouraged to move in different directions.) They rightly argue that this not the point. Although, like others, they argue that partnerships are the way ahead, they show that these so far have a poor record. Their arguments, all firmly based on clear analysis of the politics and resourcing of 14-19 education, and constantly referenced by the experiences of young people of fourteen to nineteen years, are set in a totally realistic perspective and, as they conclude, the price of future failure in this provision will be calamitous.

LEADERS IN BOTH THE SCHOOLS AND THE POST-16 SECTORS SHOULD READ THIS BOOK AND REFLECT ON THE WHOLE PICTURE IT OFFERS OF WHAT MIGHT BE POSSIBLE FOR OUR YOUNG PEOPLE. Policy makers should do the same but whether they have the will and courage to act accordingly is a matter for future debate' - David Middlewood

'The reform of the 14-19 stage of education and training in England is likely to be on the policy agenda for the next two decades, but until now our understanding of 14-19 education, like the stage itself, has been incoherent and fragmented. Lumby and Foskett provide a comprehensive, authoritative and readable account of the recent history and current state of 14-19 education. They challenge some of the myths and misconceptions that have grown up around it. I recommend this book to all people with an interest in 14-19 education in England and in the current attempts to reform it' - Professor David Raffe, Centre for Educational Sociology, University of Edinburgh

Schools and colleges are being asked to deal with fundamental changes in 14-19 education. Designed to support policy makers, practitioners and students of education in improving their understanding of this phase of education, the authors present a discussion of the evolution of policy and practice across schools and colleges, and their possible future development.

A range of educational institutions are discussed with specific reference to changes in government policy, the curriculum, support services, and the advent of Learning and Skills Councils.

'AT LAST, A BOOK ABOUT THIS MOST VEXED PART OF THE CURRICULUM WHICH IS OBJECTIVE, HONEST AND RESEARCH-BASED. These two well-established authors have done what even supposedly neutral writers of official reports have been unable to do and this is because they emerge as having only one 'axe to grind', namely what is best for the students and the country.

Showing only too clearly the confusions and competitions which have bedevilled provision for this age group, THE AUTHORS' VIEWS ARE CONVINCING AND CREDIBLE PARTLY BECAUSE-UNUSUALLY- THEY COME FROM NEITHER A 'PRO-SCHOOL' OR A 'PRO-COLLEGE' LOBBY.( Read , for example, the chapter on leadership to see how leaders in the two sectors-but providing for the same young people ! - can be seen being encouraged to move in different directions.) They rightly argue that this not the point. Although, like others, they argue that partnerships are the way ahead, they show that these so far have a poor record. Their arguments, all firmly based on clear analysis of the politics and resourcing of 14-19 education, and constantly referenced by the experiences of young people of fourteen to nineteen years, are set in a totally realistic perspective and, as they conclude, the price of future failure in this provision will be calamitous.

LEADERS IN BOTH THE SCHOOLS AND THE POST-16 SECTORS SHOULD READ THIS BOOK AND REFLECT ON THE WHOLE PICTURE IT OFFERS OF WHAT MIGHT BE POSSIBLE FOR OUR YOUNG PEOPLE. Policy makers should do the same but whether they have the will and courage to act accordingly is a matter for future debate' - David Middlewood

'The reform of the 14-19 stage of education and training in England is likely to be on the policy agenda for the next two decades, but until now our understanding of 14-19 education, like the stage itself, has been incoherent and fragmented. Lumby and Foskett provide a comprehensive, authoritative and readable account of the recent history and current state of 14-19 education. They challenge some of the myths and misconceptions that have grown up around it. I recommend this book to all people with an interest in 14-19 education in England and in the current attempts to reform it' - Professor David Raffe, Centre for Educational Sociology, University of Edinburgh

Schools and colleges are being asked to deal with fundamental changes in 14-19 education. Designed to support policy makers, practitioners and students of education in improving their understanding of this phase of education, the authors present a discussion of the evolution of policy and practice across schools and colleges, and their possible future development.

A range of educational institutions are discussed with specific reference to changes in government policy, the curriculum, support services, and the advent of Learning and Skills Councils.

'What makes this book stand out in the crowd is the engaging approach the authors have taken to present their argument and the novel treatment they offer of diversity and diversity management…a must-read for anyone in a leadership position or interested in investigating education leadership and diversity' - Gender and Education

'The authors should be congratulated for tackling the crucial topic of diversity within educational leadership….the book makes a major contribution to the small but emergent body of studies in this area' - Journal of Educational Administration & History

'This book sets out a central aim of stimulating reflection on diversity and implications for leaders in education. It also aims to support the development of practice. It is a useful book for those involved in educational management and for policy makers at all levels' - ESCalate

'The authors challenge the reader to reconsider leadership theory in light of notions of social justice and diversity, and to put into place newly articulated frameworks for action...The text is richly supported by strong empirical research and a sometimes-intricate philosophical approach in making its case for justice and fairness in education and beyond' - Choice Magazine

What do we mean by diversity? Why is it an important issue for leaders of schools, colleges and universities?

As society becomes increasingly diverse, there is significant international awareness in education about how this impacts on leaders and leadership. For decades the emphasis has been placed on increasing the number of leaders with specific attributes, such as women or those from ethnic minorities, to encourage a true representation of society. This far-reaching book takes a wider view, challenging the reader to recognise the importance of diversity issues and to embed diversity as central within leadership theory and practice.

Drawing on their extensive research the authors establish a clear understanding of what diversity means and use this to develop a distinct approach to conceiving leadership, preparing leaders and acting as leaders. They explain how diversity should be a holistic issue which touches every aspect of leadership and is vital to ensuring effective and appropriate leadership for education in pluralist societies. The authors explore the history of approaches to addressing inequities in access to leadership positions and the experience of leadership, from equal opportunities, to diversity and inclusion, to capabilities approaches.

The book also proposes fundamental and concrete changes that leaders can undertake both in their own and their organisation's practice, to reflect a real commitment to social justice in a diverse society.

'What makes this book stand out in the crowd is the engaging approach the authors have taken to present their argument and the novel treatment they offer of diversity and diversity management…a must-read for anyone in a leadership position or interested in investigating education leadership and diversity' - Gender and Education

'The authors should be congratulated for tackling the crucial topic of diversity within educational leadership….the book makes a major contribution to the small but emergent body of studies in this area' - Journal of Educational Administration & History

'This book sets out a central aim of stimulating reflection on diversity and implications for leaders in education. It also aims to support the development of practice. It is a useful book for those involved in educational management and for policy makers at all levels' - ESCalate

'The authors challenge the reader to reconsider leadership theory in light of notions of social justice and diversity, and to put into place newly articulated frameworks for action...The text is richly supported by strong empirical research and a sometimes-intricate philosophical approach in making its case for justice and fairness in education and beyond' - Choice Magazine

What do we mean by diversity? Why is it an important issue for leaders of schools, colleges and universities?

As society becomes increasingly diverse, there is significant international awareness in education about how this impacts on leaders and leadership. For decades the emphasis has been placed on increasing the number of leaders with specific attributes, such as women or those from ethnic minorities, to encourage a true representation of society. This far-reaching book takes a wider view, challenging the reader to recognise the importance of diversity issues and to embed diversity as central within leadership theory and practice.

Drawing on their extensive research the authors establish a clear understanding of what diversity means and use this to develop a distinct approach to conceiving leadership, preparing leaders and acting as leaders. They explain how diversity should be a holistic issue which touches every aspect of leadership and is vital to ensuring effective and appropriate leadership for education in pluralist societies. The authors explore the history of approaches to addressing inequities in access to leadership positions and the experience of leadership, from equal opportunities, to diversity and inclusion, to capabilities approaches.

The book also proposes fundamental and concrete changes that leaders can undertake both in their own and their organisation's practice, to reflect a real commitment to social justice in a diverse society.

"This book will challenge, enlighten, and transform. The authors invite us to re-examine our core values as educational leaders, reconsider our priorities, and place the humanity of children at the center of our work."—Nancy Skerritt, Assistant Superintendent,Tahoma School District, Maple Valley, WA

"By their analysis, Lumby and English expose the power of language to shape meaning. By their skill, they illustrate the power of language to engage and enrich. Their work is an important contribution to how we understand and practice leadership in all fields."—Steven R. Thompson, Coordinator, School Leadership Program, Miami University

An imaginative approach to rethinking and revitalizing your leadership practice!

Research has shown that metaphors inspire leaders to reflect on their mind-sets, behaviors, practices, and approaches, leading to new perspectives on their roles. Using such thought-provoking and unexpected metaphors as "leadership as war" and "leadership as lunacy," the authors draw readers through historical perspectives and cognitive possibilities that inspire, resolve, confuse, and provoke reflection on the state of leadership in education. This book examines the current discourse on educational leadership models, behaviors, and roles, and helps school and district leaders:

Understand the power of metaphor and how metaphors have been used to define leadershipDevelop a deeper connection to their roles and their approaches Initiate change in themselves and in others

By inspiring creative thinking and critical reflection, Leadership as Lunacy helps leaders achieve personal and professional growth and invigorate their professional relationships!

'AT LAST, A BOOK ABOUT THIS MOST VEXED PART OF THE CURRICULUM WHICH IS OBJECTIVE, HONEST AND RESEARCH-BASED. These two well-established authors have done what even supposedly neutral writers of official reports have been unable to do and this is because they emerge as having only one 'axe to grind', namely what is best for the students and the country.

Showing only too clearly the confusions and competitions which have bedevilled provision for this age group, THE AUTHORS' VIEWS ARE CONVINCING AND CREDIBLE PARTLY BECAUSE-UNUSUALLY- THEY COME FROM NEITHER A 'PRO-SCHOOL' OR A 'PRO-COLLEGE' LOBBY.( Read , for example, the chapter on leadership to see how leaders in the two sectors-but providing for the same young people ! - can be seen being encouraged to move in different directions.) They rightly argue that this not the point. Although, like others, they argue that partnerships are the way ahead, they show that these so far have a poor record. Their arguments, all firmly based on clear analysis of the politics and resourcing of 14-19 education, and constantly referenced by the experiences of young people of fourteen to nineteen years, are set in a totally realistic perspective and, as they conclude, the price of future failure in this provision will be calamitous.

LEADERS IN BOTH THE SCHOOLS AND THE POST-16 SECTORS SHOULD READ THIS BOOK AND REFLECT ON THE WHOLE PICTURE IT OFFERS OF WHAT MIGHT BE POSSIBLE FOR OUR YOUNG PEOPLE. Policy makers should do the same but whether they have the will and courage to act accordingly is a matter for future debate' - David Middlewood

'The reform of the 14-19 stage of education and training in England is likely to be on the policy agenda for the next two decades, but until now our understanding of 14-19 education, like the stage itself, has been incoherent and fragmented. Lumby and Foskett provide a comprehensive, authoritative and readable account of the recent history and current state of 14-19 education. They challenge some of the myths and misconceptions that have grown up around it. I recommend this book to all people with an interest in 14-19 education in England and in the current attempts to reform it' - Professor David Raffe, Centre for Educational Sociology, University of Edinburgh

Schools and colleges are being asked to deal with fundamental changes in 14-19 education. Designed to support policy makers, practitioners and students of education in improving their understanding of this phase of education, the authors present a discussion of the evolution of policy and practice across schools and colleges, and their possible future development.

A range of educational institutions are discussed with specific reference to changes in government policy, the curriculum, support services, and the advent of Learning and Skills Councils.

`This is a distance-learning text for a university MBA course but it is easy to recommend it also as a free-standing, clearly written and comprehensive induction to the subject. NPQH candidates should grab it' - Management in Education

This textbook deals with current theories of the management of people employed in schools and colleges, recent developments and emerging trends. The authors focus on issues relevant to the whole organization and the the specifics of managing a school or college and its employees. They also cover the application of good practice to management processes such as selection, induction, performance management, appraisal and staff development.

It is relevant to teachers and managers working in schools of all phases, and in further education colleges, including those aspiring to more senior positions. It is also directly relevant to the requirements of the NPQH.

`I was pleased to find that the work lived up to its title and covered both schools and college issues with equal thoroughness. This is a very readable, stimulating and valuable publication' - Mentoring & Tutoring

This book explores all the major aspects of managing external relations in schools of all phases, as well as in colleges.

The authors use empirical research evidence to analyze how schools and colleges can manage external relations to achieve productive and supportive relationships with their communities. They explore how a responsive philosophy and appropriate marketing can be adopted in order to ensure continuous development.

`Practitioner Research in Education should become a millennium "must" for principals and school leaders whose schools are under OfSTED spotlight and for all those practitioners who earnestly aim to undertake higher managment studies whilst "in situ" in their teaching posts.... It is a publication well worth reading by all those who continue to be, justifiably, enthused by school development issues' - Angela Monkman Brushett, OfSTED Inspector

`This is a very simple but notable piece of work... They have done a service to education in providing evidence (and there is remarkably little elsewhere) that continuous professional development does pay off in terms of a better education for pupils in schools' - School Leadership and Management

Much debate currently concerns the value of education research : how is it perceived by practitioners and students ? How useful and relevant is it ? Who best carries it out ? Can it be free from political influence ? While practitioner research is widely advocated, little is known about its effect on individuals, teams and the institution.

In Practitioner Research in Education, the authors explore the effects of teachers' and lecturers' research and its impact on organizational improvement. Whether affecting whole school cultures through teachers' group work, or influencing practice through an individual's research, the accounts in this book show how research can make a difference. They show how improvements in management and leadership arising from practitioner research can contribute to advances in teaching and learning.

The book includes material on how to conduct research, the types of research which practitioners can carry out in a school or college, and the implications of research for organizational development. Readers will be able to draw valuable lessons for personal, professional, team or school improvement.

Practitioner Research In Education will be useful to students and practitioners of educational management, to those doing research in educational settings, and to school managers who are committed to school improvement.

`This book is helpful in providing a survey of where education has reached in strategic planning in theory and practice. Helpfully, case studies are scattered throughout so readers can compare themselves with other schools and pick up "do and don't tips"' - Management in Education

`The strategies presented here are quite useful to provide future directions not only to the managers but also to the planners and trainers' - Journal of Education Planning and Administration

This book examines the issue of strategic management in schools and colleges. The contributors present an overview of theory in order to enhance management practice in education, and articulate good practice on the basis of evidence in education settings. The ideas presented here are derived from international research and practice, and apply to all phases of education, with the emphasis on using the findings to improve practice in schools and colleges.

Disentangling the concept of equality in schools can be a tricky task for those in senior, middle or classroom leadership. This book will unpack ideas of equality, equity, diversity and social justice, providing practitioners and those training to teach with an understanding of equality in order to address educational values and practice. Drawing on a wide range of case studies from schools in England, Wales and Scotland, the authors illustrate the importance of leading for equality with a clear and proactive vision for change.

The authors explore these key areas:

Socio-economic class Gender Sexuality Ethnicity Religion Migrant children Special learning needs and disabilities

This book will serve as a handy guide for postgraduate and undergraduate students on Education Leadership and Inclusive Education courses. 

`One of the difficulties with the production of a book that describes the international terrain of leadership and management is that political and social contexts in which policy and practice occur are multi-dimensional. Yet the authors have successfully woven a narrative that engages the reader and helps shape our understanding of diverse ways in which leading and managing occurs in a range of countries. In particular I found the examples regarding schools, resources and teachers' professional work from developing countries a disturbing component of what could be termed the trauma of leadership in those sites. These examples serviced to enrich my own understanding and provide further evidence that there can be no framework or paradigm for understanding leadership and management in a global context' - Educational Review

`Foskett and Lumby's book forms an important and a timely contribution to comparative international studies of educational leadership…. In challenging a range of deeply embedded suppositions about leading and managing in education the authors remind us regularly that the mightiest task of even the most accomplished transformational leader, or radical government policy, is to transform values, attitudes and professional culture. So this exposition of similarities and contrasts in practices makes a useful contribution to the literature on educational leadership in this country and beyond' - David Wood, Journal of Inservice Education

This accessible book provides a critical review of educational leadership and management from an international perspective. It addresses the expectation that practitioners and students of educational management and administration will have an international perspective on their roles, responsibilities and tasks. Increasingly, teachers as education leaders are expected to keep pace with developments in other school and college systems, and to engage with international networks to debate and exchange practical experience.

The book covers a series of key themes in educational leadership, drawing on a wide range of examples, including:

- Learners and learning

- People and communities in education

- Managing strategy and resources

- Learning futures and the changing challenges for educational leaders.

In this context the authors:

- Describe the international landscape of leadership and management.

- Provide an overview of practice in different national settings.

- Identify global patterns and trends.

- Challenge some of the accepted norms in leadership and management.

- Build managers' confidence as part of a global community of professional educators.

- Support informed choice about policy and practice from government to school.

This is a key text for students of educational leadership and management as well as for managers and administrators in schools, colleges and other educational settings.

'What makes this book stand out in the crowd is the engaging approach the authors have taken to present their argument and the novel treatment they offer of diversity and diversity management…a must-read for anyone in a leadership position or interested in investigating education leadership and diversity' - Gender and Education

'The authors should be congratulated for tackling the crucial topic of diversity within educational leadership….the book makes a major contribution to the small but emergent body of studies in this area' - Journal of Educational Administration & History

'This book sets out a central aim of stimulating reflection on diversity and implications for leaders in education. It also aims to support the development of practice. It is a useful book for those involved in educational management and for policy makers at all levels' - ESCalate

'The authors challenge the reader to reconsider leadership theory in light of notions of social justice and diversity, and to put into place newly articulated frameworks for action...The text is richly supported by strong empirical research and a sometimes-intricate philosophical approach in making its case for justice and fairness in education and beyond' - Choice Magazine

What do we mean by diversity? Why is it an important issue for leaders of schools, colleges and universities?

As society becomes increasingly diverse, there is significant international awareness in education about how this impacts on leaders and leadership. For decades the emphasis has been placed on increasing the number of leaders with specific attributes, such as women or those from ethnic minorities, to encourage a true representation of society. This far-reaching book takes a wider view, challenging the reader to recognise the importance of diversity issues and to embed diversity as central within leadership theory and practice.

Drawing on their extensive research the authors establish a clear understanding of what diversity means and use this to develop a distinct approach to conceiving leadership, preparing leaders and acting as leaders. They explain how diversity should be a holistic issue which touches every aspect of leadership and is vital to ensuring effective and appropriate leadership for education in pluralist societies. The authors explore the history of approaches to addressing inequities in access to leadership positions and the experience of leadership, from equal opportunities, to diversity and inclusion, to capabilities approaches.

The book also proposes fundamental and concrete changes that leaders can undertake both in their own and their organisation's practice, to reflect a real commitment to social justice in a diverse society.

`Practitioner Research in Education should become a millennium "must" for principals and school leaders whose schools are under OfSTED spotlight and for all those practitioners who earnestly aim to undertake higher managment studies whilst "in situ" in their teaching posts.... It is a publication well worth reading by all those who continue to be, justifiably, enthused by school development issues' - Angela Monkman Brushett, OfSTED Inspector

`This is a very simple but notable piece of work... They have done a service to education in providing evidence (and there is remarkably little elsewhere) that continuous professional development does pay off in terms of a better education for pupils in schools' - School Leadership and Management

Much debate currently concerns the value of education research : how is it perceived by practitioners and students ? How useful and relevant is it ? Who best carries it out ? Can it be free from political influence ? While practitioner research is widely advocated, little is known about its effect on individuals, teams and the institution.

In Practitioner Research in Education, the authors explore the effects of teachers' and lecturers' research and its impact on organizational improvement. Whether affecting whole school cultures through teachers' group work, or influencing practice through an individual's research, the accounts in this book show how research can make a difference. They show how improvements in management and leadership arising from practitioner research can contribute to advances in teaching and learning.

The book includes material on how to conduct research, the types of research which practitioners can carry out in a school or college, and the implications of research for organizational development. Readers will be able to draw valuable lessons for personal, professional, team or school improvement.

Practitioner Research In Education will be useful to students and practitioners of educational management, to those doing research in educational settings, and to school managers who are committed to school improvement.

`This is a distance-learning text for a university MBA course but it is easy to recommend it also as a free-standing, clearly written and comprehensive induction to the subject. NPQH candidates should grab it' - Management in Education

This textbook deals with current theories of the management of people employed in schools and colleges, recent developments and emerging trends. The authors focus on issues relevant to the whole organization and the the specifics of managing a school or college and its employees. They also cover the application of good practice to management processes such as selection, induction, performance management, appraisal and staff development.

It is relevant to teachers and managers working in schools of all phases, and in further education colleges, including those aspiring to more senior positions. It is also directly relevant to the requirements of the NPQH.

`I was pleased to find that the work lived up to its title and covered both schools and college issues with equal thoroughness. This is a very readable, stimulating and valuable publication' - Mentoring & Tutoring

This book explores all the major aspects of managing external relations in schools of all phases, as well as in colleges.

The authors use empirical research evidence to analyze how schools and colleges can manage external relations to achieve productive and supportive relationships with their communities. They explore how a responsive philosophy and appropriate marketing can be adopted in order to ensure continuous development.

Disentangling the concept of equality in schools can be a tricky task for those in senior, middle or classroom leadership. This book will unpack ideas of equality, equity, diversity and social justice, providing practitioners and those training to teach with an understanding of equality in order to address educational values and practice. Drawing on a wide range of case studies from schools in England, Wales and Scotland, the authors illustrate the importance of leading for equality with a clear and proactive vision for change.

The authors explore these key areas:

Socio-economic class Gender Sexuality Ethnicity Religion Migrant children Special learning needs and disabilities

This book will serve as a handy guide for postgraduate and undergraduate students on Education Leadership and Inclusive Education courses.