18 Ergebnisse.

This book is situated in the simultaneous thinking (theory) and doing (action) of posthumanist performativity and new materialist methodologies to bring forth a multitude of stories that demonstrate co-constituted and co-implicated worldmaking practices. It is written in response to the fact that our Earth is at a critical juncture. As atmospheric temperatures rise and cast unprecedented and wide-spread social and ecological crises across the ...

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This highly readable book offers a message of hope in an uncertain world. It provides international analysis and findings from extensive research which reveal patterns of exclusion. It highlights the points of intervention needed to create the conditions for school belonging and offers methodologies and research tools which can be used by practitioners, researchers and leaders in their own contexts.

Originally published in 1994, this book offers a number of insights into the general debate about performance indicators in education at the time. It explores the background to the debate, the differing perspectives of policy-makers and practitioners, and the purpose, audiences and values of education indicators, both in the UK and elsewhere.

Excerpt from Dedham High School Yearbook, 1936: Tercentenary ClassThe Class of 1936 expresses its sincere thanks to Mr. Eaton for his faithful and friendly J guidance during our four years of study at the Dedham High School.About the PublisherForgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.comThis book is a reproduction of an important historical work. Forgotten Books uses state-of-the...

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Originally published in 1994, this book offers a number of insights into the general debate about performance indicators in education at the time. It explores the background to the debate, the differing perspectives of policy-makers and practitioners, and the purpose, audiences and values of education indicators, both in the UK and elsewhere.

Demonstrates how schools in socially disadvantaged contexts, in the US, Britain and South Africa, can help young people create a sense of place and belonging.

Leadership for Change, " a rich comparative perspective on leadership, examines the global influences and differing national and state contexts that shape leadership. It also examines the impact of local pressures and priorities, as well as how leadership is exercised within schools.

`This is an extremely readable volume and those who work in this field will find themselves nodding in agreement. It is hoped that this is not just read by those like-minded educationalists but reaches a broad readership. It gives a wide-angle view of the problem of disaffection, which cannot fail to cause concern. It is hoped that the recent proliferation of government initiatives - learning mentors, 14-19 alternative curricula, and Connexion...

`This is an extremely readable volume and those who work in this field will find themselves nodding in agreement. It is hoped that this is not just read by those like-minded educationalists but reaches a broad readership. It gives a wide-angle view of the problem of disaffection, which cannot fail to cause concern. It is hoped that the recent proliferation of government initiatives - learning mentors, 14-19 alternative curricula, and Connexion...

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Keine Beschreibung.

This book examines the global influences, the differing national and state contexts which shape leadership, the impact of local pressures and priorities, as well as how leadership is exercised within schools themselves.

In the 1970s, two events in particular, the William Tyndale School and James Callaghan's Ruskin speech, generated extensive media coverage and political activity and became 'watersheds' along the path to political and educational reform. This has shaped the system of school and governments in the 1990s. This book revisits Tyndale and Ruskin and examines their legacy. Drawing on contemporary accounts of a number of key individuals who were invo...

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This lecture proposes that high-achieving schools should receive financial incentives from the Government to take in the full ability range of students living in London.