Understanding Schools and Schooling

Inbunden, Engelska, 2016

Av Clyde Chitty

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Understanding Schools and Schooling provides students with the knowledge about school policy and process that they need in order to address and respond to current trends and discourses in critical, well-informed ways that will enhance their teaching and job satisfaction.The book presents issues, questions and dilemmas and invites the reader to find their own answers through guided activities, discussion with colleagues and further reading. The book provides a philosophical context for teachers' developing classroom practice and empowers them to participate fully in local and national debate about the nature, purposes and future of compulsory education in the UK and elsewhere.

Produktinformation

Utgivningsdatum2016-07-26
Mått174 x 246 x 17 mm
Vikt453 g
FormatInbunden
SpråkEngelska
Antal sidor192
FörlagTaylor & Francis Ltd
ISBN9781138144965

Tillhör följande kategorier

Lärarutbildning inom Psykologi och pedagogik

1. Introduction: Perspectives on Schooling 2. A National System, Locally Administered, 1944-79 3. Years of Reconstruction and Conflict, 1979-97 4. The National Curriculum (1): Origins and Implementation 5. The National Curriculum (2): Reversals and Amendments 6. School Reform Under New Labour 7. Teachers' Conditions of Service and Professional Responsibilities: Recent Developments 8. Issues of Equality and Social Justice: The Role of the Secondary School 9. Conclusion: Issues for the Future: Contradictions and New Aspirations

Book of the week Times Educational Supplement'Chitty is remindng us of a fundamental question. Do we want schools to reflect society, or to improve it? Teachers, unlike governments, need to be clear about the answer. Structures matter, as well as standards. Read his book!' - Michael Duffy, TES'Recognising the pressures of time on teachers in training, key issues, events and documents are presented in an accessible way, with suggested activities, and very select suggestions for further reading.' - Peter Cunningham, Cambridge Journal of Education