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School Effectiveness for Whom?
School effectiveness research together with what is now described as the 'school improvement movement' (Barber, 1996) has captured both the Conservative and New Labour imaginations as a basis for educational planning and policy making in the UK. Internationally school effectiveness enjoys and expanding and enthusiastic audience. This book provides a critique of this research genre, particularly in the light of the recent calls for teaching to go 'back to the basics'. The editors argue that this school effectiveness research is simplistic in its analysis of educational problems. Far from getting to the bottom of the problem of failing students and schools, they argue, these 'movements' are merely scratching at the surface of the problems and coming up with notions for superficial improvements.
The Performing School
This specially commissioned collection of perspectives offers an analysis of the new organisation of the teaching profession - reconstructed around the notion of performance and the implications of a performance culture. The Performing School examines the roots, directions and implications of the new structure by drawing together insights from policy, research and practice at this time of rapid change and debate. This unique volume addresses three interconnected issues of modernisation and education: *what is the background to and significance of performance management in modernising schools and teachers at the present time? *what are the likely future effects of a performance culture on teaching, learning and schooling? *what will it take to ensure that performance management improves pedagogy and professionality beyond the narrow confines of performativity, managerialism and market reform in education?
Becoming A Teacher: Issues In Secondary Education
Becoming a Teacher, 4e remains a unique and powerful combination of ideas, analysis, questions, answers and wisdom, drawing on the professional experience of the editors and contributors.
Teacher Supply and Teacher Quality
When Sir Claus Moser said in his Presidential Address to the British Association (1990) that central to all school problems is the state of the teaching profession, he was expressing a widely held view. The decade of the 1980s in many English-speaking countries has done little to improve the morale and work conditions of teachers in publicly provided education. The gap between the public rhetoric which acknowledge the importance of teachers and the realities which teachers experience remains very great. With reference to England and Wales this timely and critically stimulating book examines the issues which have to be addressed in the 1990s. It provides an agenda for educational policies and practices which take seriously the importance of teachers as key agents for realizing equal educational opportunities for all.
Ideology and Curriculum
With the current conservative emphasis on cultural literacy, this revised paperback edition of a path breaking statement serves as a reminder that our educational practices and policies are never neutral.
Set to See Us Fail
Examining the interaction between families and professionals in the child welfare system of New York, this book focuses on how inequalities are reproduced, measured, managed, and contested. The book describes how state institutions and neoliberal governance police the groups which are most represented in the child welfare system, including low income, female-headed families living in racialized neighborhoods. The book also shows how these forms of policing produce unstable terrains, and give rise to contestation among families, communities, and professionals. It questions and re-thinks how state welfare and protection is administered.
Ideology and Curriculum
To celebrate the 25th anniversary of its publication, Michael W. Apple has thoroughly updated his influential text, and written a new preface. The new edition also includes an extended interview circa 2001, in which Apple relates the critical agenda outlined in Ideology and Curriculum to the more contemporary conservative climate. Finally, a new chapter titled "Pedagogy, Patriotism and Democracy: Ideology and Education After 9/11" is also included.
Spatial Theories of Education
This collection of original work, within the sociology of education, draws on the 'spatial turn' in contemporary social theory. The premise of this book is that drawing on theories of space allows for a more sophisticated understanding of the competing rationalities underlying educational policy change, social inequality and cultural practices. The contributors work a spatial dimension into the consideration of educational phenomena and illustrate its explanatory potential in a range of domains: urban renewal, globalisation, race, markets and school choice, suburbanisation, regional and rural settings, and youth and student culture.
Sociology of Knowledge and Education
An original analysis of a range of areas in the sociology of knowledge and education which will stimulate debate among educationalists.
Marxism and Education (RLE Edu L)
This book introduces the student to the various phenomenological and humanistic Marxist perspectives as they are being applied to education and provides an account of the strengths and weaknesses of these perspectives, drawing on a variety of disciplines in order to explain the controversies described. The opening chapters deal with the phenomenological perspective in the sociology of education, discussing its adoption of a phenomenological model of man, its use of anthropological studies, the importance of classroom studies, and its rejection of the ‘liberal’ philosophy of education. The aim is to show the significance of these ideas for education, with a discussion of the concept of alienation and schooling, developments in Marxism such as the focus on the mode of production and the labour process, and the political economy of education.
