Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
Teacher Appraisal
This second edition of the Posters' highly successful guide to teacher appraisal has been substantially updated to include the definitive Department For Education (DFE) regulations and guidelines which have appeared since the publication of the first edition. The book includes two completely new chapters, on the new regulations as they affect grant-maintained schools and on developments in Northern Ireland and Scotland. The authors have orientated their work much more to schools, providing updated versions of their valuable training materials for school-based INSET, group work and self-study. This second edition also includes research evidence from trials of headteachers' appraisal.
Teacher Appraisal
This second edition of the Posters' highly successful guide to teacher appraisal has been substantially updated to include the definitive Department For Education (DFE) regulations and guidelines which have appeared since the publication of the first edition. The book includes two completely new chapters, on the new regulations as they affect grant-maintained schools and on developments in Northern Ireland and Scotland. The authors have orientated their work much more to schools, providing updated versions of their valuable training materials for school-based INSET, group work and self-study. This second edition also includes research evidence from trials of headteachers' appraisal.
Doreen
Describes the mind of a child torn between her mother, whom she leaves behind in London, and the couple who take her in.
Education 16-19
Highlights the ideologies and policies that have produced the present system as well as the distinctive features of each institution. The author considers the future of 16-19 provision and the impact of the 1992 Further Education Act.
The Ethical School
Conflicts often arise between regulations, making it difficult for school management teams and teachers to resolve situations with appropriate dignity and respect for all concerned. This book discusses provocative actual case studies to help teachers to reflect on their own ethics, guiding them to make more reasonable decisions in their schools, and thereby gradually transforming schools into more cohesive and caring communities. A model of consequences, consistency and caring, each aspect based on traditional ethical theories provides a scientific base - a rational and a responsive base for ethical decision-making. This work covers such everyday problems as censorship, inclusivity, school uniform, punishment, personal gain and confidentiality, and argues that care and respect for others, equity, rational autonomy and concern for long-term benefits are more important for a school community than short-term power and control.
Managing the Primary School
This new edition of Managing the Primary School brings up-to-date the consideration of the tasks and skills of the headteacher which was a feature of the first edition. Like the first edition, this book deals with all aspects of the headteacher's role, including a discussion of the changing relationships with parents and governors, and an examination of the headteacher's involvement with marketing the school and controlling its finances. Each chapter looks at a particular group of skills and tasks which are a part of the management role. Joan Dean takes into account the implications of the Education Reform Act and the National Curriculum and includes accounts of recent research, concentrating in particular on studies of effective schools. This book will be invaluable to all headteachers as well as other senior staff, advisors and consultants working in primary schools.
Education for the Twenty-First Century
First published in 1993, Education for the Twenty-First Century grew out of a common and deep-seated concern about the way young people think of their own future, and about some of the relatively simplistic education reforms advocated, often by people with scant comprehension of modern educational practices. Schools as institutions, schooling patterns, the curriculum and teachers themselves have come under heavy criticism, but it has to be recognized that the problems in education have no lasting or satisfactory solutions while schools continue to operate out of the framework which has determined their raison d’être for the past two hundred years. The authors argue that schools do not need fine tuning, or more of the same; rather some of the fundamental assumptions about schooling have to be revised. They argue that learning about the future must become very much a part of the present, and they set out in the book some of the thinking and several techniques which permit us to confront the future and make it a more friendly place. The book will be of interest to students, teachers and policymakers.
The Self-Monitoring Primary School
This book is a practical guide to help primary school staff initiate, or further develop monitoring procedures for both the school curriculum and management. It shows how all members of staff can be involved in monitoring so that it becomes an integral feature of school development and improvement. Specific areas focused on include: * developing a quality control framework * the importance of a whole-school approach to policy making * developing a school-wide system to monitor plans * observing and promoting differentiation in the classroom * the role LEAs must play in monitoring school effectiveness
Restructuring and Quality: Issues for Tomorrow's Schools
The restructuring of schools systems across the world has been controversial. Have reforms been driven by a desire to cut educational budgets or the need to improve the quality of educational provision? This book explores the restructuring movement, with a particular emphasis on how decentralisation of power has affected the quality of education. It provides a broad and international picture of educational reform.
Time-Constrained Evaluation
Evaluation, whether in schools and colleges, LEAs or TECs is now universally recognised as an essential part of any effective educational and training system. There are, however, two major problems in its implementation: lack of time and a perceived lack among middle and senior managers of the special skills necessary for an evaluation to have external validity. This book provides a solution to both problems. It offers evaluation processes which accept time limitations and work within them an it strips away the mystique of evaluation to describe methods and procedures which will enable educational and training staff at all levels to organise and carry out useful evaluations. Administrators, teachers and trainers as well as the staff of local and national inspectorates will welcome its cogent and realistic guidance.
