Robin Brooke-Smith – författare

The extended plan of the series is designed in response to the changing trends in history examinations at 18 plus, which now demand the study of documentary sources and the testing of historical skills.Each volume, similar in format to the earlier books in the series, concentrates on a particular topic within a narrower time span. A general introduction to the period in question is followed by eight sections dealing with a major theme. Each section consists of an introduction, a series of documents to illustrate the theme (drawn mainly from primary sources) and sets of questions following groups of documents. The student is thus introduced to a wider range of sources than that to be found in the standard textbook.

In this book, Robin Brooke-Smith explores the dynamics of schools as complex organisations. He presents a radical departure from established school improvement and effectiveness orthodoxies, offering a refreshing new approach to managing change and enhancing collective learning.Based on the author's own experience of managing and leading schools, this book explores such questions as:* How can schools learn as a generative process?* How can schools become adaptive and co-evolve with their internal and external environments?* How can education leaders 'navigate' their institutions out of the comfort zone and into the creative state?The book concludes with a series of practical lessons for leading schools in complex conditions and will be of great value to reflective, action-orientated heads, principals and deputies, as well as academics and researchers in education management.

In this book, Robin Brooke-Smith explores the dynamics of schools as complex organisations. He presents a radical departure from established school improvement and effectiveness orthodoxies, offering a refreshing new approach to managing change and enhancing collective learning.Based on the author's own experience of managing and leading schools, this book explores such questions as:* How can schools learn as a generative process?* How can schools become adaptive and co-evolve with their internal and external environments?* How can education leaders 'navigate' their institutions out of the comfort zone and into the creative state?The book concludes with a series of practical lessons for leading schools in complex conditions and will be of great value to reflective, action-orientated heads, principals and deputies, as well as academics and researchers in education management.

The Afghan-Pakistan Borderlands are pivotal to international security. They are often dangerous, strategically crucial and little explored by outsiders. Robin Brooke-Smith provides a new perspective on Northwest Pakistan in this first-hand account of his years in this troubled region. Tracing the build-up to 9/11 and the upheaval that has followed, this is a captivating behind-the-scenes look into the regional fulcrum of global jihad. Recounting his experiences as Principal of the prestigious Edwardes College in Peshawar, the author explores the creation and growing influence of the Taliban, and provides a unique and close-up view into this fascinating area. This book is illuminating reading for all those interested in Pakistan, Afghanistan and the turbulent recent history of the borderlands of the ''AfPak'' region.

The Afghan-Pakistan Borderlands are pivotal to international security. They are often dangerous, strategically crucial and little explored by outsiders. Robin Brooke-Smith provides a new perspective on Northwest Pakistan in this first-hand account of his years in this troubled region. Tracing the build-up to 9/11 and the upheaval that has followed, this is a captivating behind-the-scenes look into the regional fulcrum of global jihad. Recounting his experiences as Principal of the prestigious Edwardes College in Peshawar, the author explores the creation and growing influence of the Taliban, and provides a unique and close-up view into this fascinating area. This book is illuminating reading for all those interested in Pakistan, Afghanistan and the turbulent recent history of the borderlands of the ''AfPak'' region.

In this book, Robin Brooke-Smith explores the dynamics of schools as complex organisations. He presents a radical departure from established school improvement and effectiveness orthodoxies, offering a refreshing new approach to managing change and enhancing collective learning.Based on the author''s own experience of managing and leading schools, this book explores such questions as:* How can schools learn as a generative process?* How can schools become adaptive and co-evolve with their internal and external environments?* How can education leaders ''navigate'' their institutions out of the comfort zone and into the creative state?The book concludes with a series of practical lessons for leading schools in complex conditions and will be of great value to reflective, action-orientated heads, principals and deputies, as well as academics and researchers in education management.

In this book, Robin Brooke-Smith explores the dynamics of schools as complex organisations. He presents a radical departure from established school improvement and effectiveness orthodoxies, offering a refreshing new approach to managing change and enhancing collective learning.Based on the author''s own experience of managing and leading schools, this book explores such questions as:* How can schools learn as a generative process?* How can schools become adaptive and co-evolve with their internal and external environments?* How can education leaders ''navigate'' their institutions out of the comfort zone and into the creative state?The book concludes with a series of practical lessons for leading schools in complex conditions and will be of great value to reflective, action-orientated heads, principals and deputies, as well as academics and researchers in education management.

The extended plan of the series is designed in response to the changing trends in history examinations at 18 plus, which now demand the study of documentary sources and the testing of historical skills.Each volume, similar in format to the earlier books in the series, concentrates on a particular topic within a narrower time span. A general introduction to the period in question is followed by eight sections dealing with a major theme. Each section consists of an introduction, a series of documents to illustrate the theme (drawn mainly from primary sources) and sets of questions following groups of documents. The student is thus introduced to a wider range of sources than that to be found in the standard textbook.