Improving Schools – serie

Part of the Improving Schools Series Leading teachers are those who are researchers and who have developed their pedagogy based on both evidence and conceptually informed practice. This book will draw on three important resources: first, case studies of teachers researching and developing practice; second, research evidence on what we know about teacher leadership both nationally and internationally; and, third, models of pedagogy and teacher learning that can support the development of a teacher leadership culture within schools.

Part of the Improving Schools series. To be published with several other titles in this series in April 2005. For the last few years there has been wave after wave of reform almed at improving the lot of the schools struggling at the bottom of the ladder of performance, and despite what can be interpreted as best intentions the problem persists. As a social problem it draws down significant sums of public money, it exercises many talented people, and yet, time after time we find that three, four, maybe five years down the road after extended efforts the impact of the work diffuses and the challenges remain, doggedly evident in people's daily lives. It suggests that perhaps something is wrong in our interpretation, in our analysis, in our approach and our consequent measure of effect of our activity with difficult schools. Improving Schools in Difficulty is structured around two parts, part one examines the principles of engagement with schools in difficulty and part two looks at ways of improving the process of supporting schools in difficulty.

Martin Thrupp argues that there has to be a much bigger educational and social justice agenda to school improvement than the managerial approaches typically taken by government policy. He critiques those school improvement texts, courses and consultancies which mostly frame their analyses within the terms of current policy and therefore act to apologise for it. An alternative, more critical approach to school improvement is developed in the book and the author also provides examples of practical strategies to be employed within this approach.

Explores the extent to which external interventions have contributed to successful and sustainable school improvement. This book explores the extent to which external intervention has contributed to successful and sustainable school improvement. By drawing on international research and contemporary empirical evidence, Chris Chapman highlights the possibilities and limitations of external intervention in the context of the schooling system in England. The book concludes by outlining a radical framework that could potentially secure sustainable development for all schools.

Explores the extent to which external interventions have contributed to successful and sustainable school improvement. This book explores the extent to which external intervention has contributed to successful and sustainable school improvement. By drawing on international research and contemporary empirical evidence, Chris Chapman highlights the possibilities and limitations of external intervention in the context of the schooling system in England. The book concludes by outlining a radical framework that could potentially secure sustainable development for all schools.

It is hard for individual practitioners to explore their practice and the issues and questions it raises about learning and teaching, on their own. Practitioners need the support of colleagues to make sense of the complexities of their practice. This book is about how collaborative enquiry can be developed amongst practitioners in schools, and between practitioners across schools. It alsp places emphasis on why it is important to do so. The authors show how a system underpinned by the accumulated knowledge of practitioners can transform learning and teaching.

Part of the Improving Schools series. To be published with several other titles in this series in April 2005. Improving Schools Through Collaborative Learning shows how school improvement can be enhanced through action research by practioners, especially where this research is collaborative in its design, interpretation, evaluation and dissemination. The authors show the contribution to this process of networking within and between schools.

Working in the challenging context of inner city areas on accelerated school improvement does not allow time for reflection. Learning occurs experientially but it is not easily consolidated or refined. School improvement is currently opportunistic and expedient, but schools and authority are gradually edging towards a more durable theory of tackling underachievement and building success. This book offers the reader the opportunity to understand the process of school improvement better and establishes local models.