Reforming or Re-inventing Schools?: Key Issues in School and System Reform

What has changed and what will change in the next decade? Reforming or Re-inventing Schools revisits some of the key issues in school and system reform, with a reflection of international developments to those in the English education system. It offers an insightful review and critique of education principles and their relationship to school practice, exploring some of the myths as well as examining the potential value of comparative data. Drawing on new evidence and interviews with a group of policy makers and academics on the British and international stages, this book asks: <ul> <li>What do parents, children and 'society' want from a system of education?</li> <li>What motivates teachers to join the profession and why do such large numbers leave so soon?</li> <li>What are the roots of misunderstanding and mismanagement in provision, support and accountability?</li> <li>How do teachers communicate, support and exchange ideas with each other?</li> <li>How do we measure positive change?</li> </ul> Examining the roots and conditions for growth, and comparing and contrasting the situation in the United Kingdom with innovative development taking place elsewhere in Europe and Asia, Reforming or Re-inventing Schools is an essential read for anyone interested in school and country performance at a national and international level.

Reforming or Re-inventing Schools?

Education & Teaching

MacBeath, John

Galton, Maurice

Bangs, John

Schools & Teaching

Routledge

What lessons can we learn from the relationship between policy-makers and schools over the life of the ‘New’ Labour and its predecessor Conservative government? What happened to ‘Education, Education, Education’ as it travelled from political vision to classroom practice? What are the lasting legacies of 13 years of a reforming Labour government? And what are the key messages for a coalition government? These are the questions addressed to the architects of educational reform, their critics and the prophets of better things to come. The 37 interviewees include ministers past and present, journalists, union officials, members of lobby groups and think tanks. Reinventing Schools, Reforming Teaching considers the impact of educational policies on those who have to translate political priorities into the day to day work of schools and classrooms. The authors argue that an evidence-informed view of policy-making has yet to be realised, graphically illustrating how many recent political decisions in education can be explained by the personal experiences, predilections and short-term needs of key decision-makers. The interviews, which explore the dynamics behind the creation of education policies, cover a wide range of themes and issues, including: <ul>
<li>policy-makers' attitudes to schools, the staff who work in them and the communities they serve </li> <li>the drivers of politicians' reform agendas and the constraints on radical reform</li> <li>the shaping and reshaping of curriculum and assessment</li> <li>the search for a more effective marriage between inspection and school self evaluation</li> <li>the relationship of academic research to policy making</li> <li>how a vision for teaching and teachers might be constructed for the 21st century</li> </ul>
Contributions from leading figures including; David Puttnam, Kenneth Baker, Estelle Morris, Gillian Shepherd, Jim Knight, Pauline Perry, Michael Barber, Peter Mortimore, Judy Sebba, Paul Black, Mary James, Kevan Collins, David Hargreaves, Mike Tomlinson, David Berliner, Andreas Schleicher, Tim Brighouse, Conor Ryan, Keith Bartley, Michael Gove and Philippa Cordingley are woven in with the insights of teachers and headteachers such as Alasdair MacDonald and William Atkinson. The book's findings and proposals will be of interest not only to professional educators and those with an interest in the current and future state of education but to those interested in the process of policy-making itself.

Reinventing Schools, Reforming Teaching: From Political Visions to Classroom Reality

The premise of the book is that everyone who has ever died has gone to Styx, the river that circles the underworld.Charon, ferryman of the Styx being startled-and annoyed-by the arrival of a houseboat on the Styx. At first afraid that the boat will put him out of business, he later finds out that he is actually to be appointed the boat's janitor.What follows are eleven more stories which are set on the house boat. There is no central theme, and the purpose of the book appears to be as a literary thought experiment to see what would happen if various famous dead people were put in the same room with each other. Each chapter is a short story featuring various souls from history and mythology. In the twelfth chapter the house boat disappears.

A House-Boat on the Styx

Science Fiction & Fantasy

Fantasy

CreateSpace Independent Publishing Platform

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