Margaret Brown - Böcker

This volume presents findings and insights from contemporary thinking and research about alternative and new ways that computerized information systems might be designed and used to support the improvement of educational institutions. Many pathways are identified although expansion of access to and use of computerised systems by a much broader range of professionals than in the past is vital to the success of improvement initiatives. The contents are in four sections: models for supporting and enhancing professional practice; computerized school information system models and designs; evaluation of system effects; and making a difference through training and professional development. This title should be of interest to a wide range of educational professionals, researchers and system designers. The contents suggest, in particular, ways that educational professionals might revise their understandings of how computerized systems may in the future be designed and used to support key institutional processes, policy and strategy development, professional and executive decisions, and institutional planning and programme review.This book contains the selected proceedings of the Fourth International Working Conference on Information Technology in Educational Management, which was sponsored by the International Federation for Information Processing (IFIP) and held in Auckland, New Zealand, in July 2000.

While the rhetoric of lifelong learning is now well established in government policy documentation, understanding how this is realized is less clear. For many primary school teachers mathematics is a subject that causes concern - its place within their personal biographies may be uncomfortable and replete with memories of confusion, pain and limited success. Professional understandings of mathematics build upon the understandings from personal histories. Discussing teacher change within such a complex environment is inherently difficult. Responses to this difficulty have tended to take the form of simplifying the task - paring away some of the complexity - either by ignoring subject matter and considering general pedagogy, or by focusing exclusively on subject matter shorn of the context within which it is taught. This book develops a framework within which to discuss primary school teachers making changes to their understandings and practices. The framework has been developed precisely in order to allow the complexity of the internal and external aspects of change processes to be explored in a holistic way. While the context of the book is time specific and it relates to a period

A detailed account is given of the National Numeracy Strategy in England, a systemic government-imposed response to concern about standards implemented in 1999/2000. An earlier initiative sponsored by a United Kingdom charitable trust reacting to concern about primary numeracy was the Leverhulme Numeracy Research Programme.

'This book has a twofold meaning,' writes the author, '— that of  a political novel, and that of the portrayal of a great love and a  religious drama.' One of the most interesting Canadian novels of the period 1880 to 1920, it depicts conditions in Canada during an era when the country was in a state of transition,' that is, prior to the last election during John A. Macdonald's administration.

The introduction of unit standards signalled an emphatic movement towards the use of internal assessment for awarding qualifications at the seniorsecondaryschoollevel. Approximately five to eight standards would be used for each full year course and each standard had a number of credits associated with it.