School Improvement in an Era of Change (School Development Series)

This text presents a new approach to school improvement, written in the context of increased government control over education policy. Based on the experience of the Improving the Quality of Education for All (IQEA) project, which involves 26 schools, it discusses the kind of school infrastructure which can best cope with, and implement, effective change.

Education & Teaching

Ainscow, Mel

Hopkins,David

West, Mel

Schools & Teaching

UNKNO

Continuum Intl Pub Group

Changing Education Systems: A Research-based Approach

Chapman, Christopher

Hadfield, Mark

Routledge

As countries seek to develop their education systems, achieving sustainable improvements amongst students from disadvantaged backgrounds remains a major challenge. This has considerable implications for those in the research community as they seek to influence developments in the field. Drawing on the authors' extensive experiences as researchers, policy advisers and influencers, Changing Education Systems offers key insights on how to promote equity within education systems. Exploring three large-scale national reform programmes, the book: <ul> <li>Presents a series of propositions that are the basis of a research-based approach to system change</li> <li>Explains the creation of relationships in which academic researchers collaborate in the process of development</li> <li>Considers smaller place-based projects that are set within policy contexts dominated by the idea of market forces as a strategy for improvement</li> <li>Explores the steps needed to overcome locally specific barriers</li> </ul> Changing Education Systems is a must-read for policy-makers and practitioners involved in educational reforms, as well as researchers wishing to contribute to and learn from such developments.

Focusing on what can be done to promote equity within education systems, what the barriers to progress are and how these barriers might be overcome, this book provides detailed examples of strategies that have proved to be effective in addressing this challenge. Built on the work of the authors over the last three decades, the book presents an approach to educational change that will be relevant to different countries. 
The authors argue that there is untapped potential for promoting progress towards greater equity within schools and the communities they serve. They also show how this potential can be mobilised by using forms of collaborative action research to stimulate the development of more inclusive ways of working. Central to this approach is the use of evidence collected by practitioners with the support of university researchers, drawing on the human resources that are there in every school. 
Grounded in research, evidence and experience in the field, this book is ideal reading for a wide audience of practitioners and policy makers globally, including senior staff in schools, as well as post-graduate students, researchers and academics who are focusing on educational improvement.

Educational Equity

A unique comparative study in which the editors have brought together and international team of researchers from eight countries to develop case studies exploring inclusion and exclusion in schools and then in the national context.

From Them to Us: An International Study of Inclusion in Education (1468)

Booth, Tony

Improving Schools, Developing Inclusion (Improving Learning)

While many books explore the possibilities for developing inclusive practices in schools, and ‘inclusion’ is widely regarded as a desirable goal, much of the literature on the subject has been narrowly concerned with the inclusion of pupils with special educational needs. This book however, takes the view that marginalisation, exclusion and underachievement take many forms and affect many different kinds of child. As such, a definition of inclusion should also touch upon issues of equity, participation, community, entitlement, compassion, respect for diversity and sustainability.  Here the highly regarded authors focus on:  barriers to participation and learning experienced by pupils the practices that can overcome these barriers the extent to which such practices facilitate improved learning outcomes how such practices can be encouraged and sustained within schools and LEAs. The book is part of the Improving Learning series, published in partnership with the Teaching and Learning Research Project.

Politics & Social Sciences

Dyson, Alan

Social Sciences

While many books explore the possibilities for developing inclusive practices in schools, and ‘inclusion’ is widely regarded as a desirable goal, much of the literature on the subject has been narrowly concerned with the inclusion of pupils with special educational needs. This book however, takes the view that marginalisation, exclusion and underachievement take many forms and affect many different kinds of child. As such, a definition of inclusion should also touch upon issues of equity, participation, community, entitlement, compassion, respect for diversity and sustainability. Here the highly regarded authors focus on: <ul>
<li>barriers to participation and learning experienced by pupils</li> <li>the practices that can overcome these barriers</li> <li>the extent to which such practices facilitate improved learning outcomes</li> <li>how such practices can be encouraged and sustained within schools and LEAs. 
</li>
</ul>
The book is part of the Improving Learning series, published in partnership with the Teaching and Learning Research Project.

Sociology

Developing Equitable Education Systems

Despite consistent improvements in the school systems of over recent years, there are still too many children who miss out. It is not only children from disadvantaged backgrounds attending hard-pressed urban schools that the system is failing - even in the most successful schools there are often groups of learners whose experience of schooling is less than equitable. As a result of their close involvement with a group of schools serving a predominantly working-class community over five years, the authors of this book offer an analysis of how marginalisation within schools can arise, and provide suggestions for responding to this crucial policy agenda. They propose a teacher-led inquiry strategy that has proved to be effective in moving forward thinking and practice within individual schools. However, their research has shown that using the same strategy for system change is problematic within a policy context that emphasises competition and choice. Learning from this experience, the authors analyse the factors that inhibit the collaborative approach needed to reduce inequities that exist between the schools, in order to formulate proposals that can move the system as a whole towards more equitable provision. In Developing Equitable Education Systems, the authors focus on the way teachers’ sense of ‘fairness’ can become a powerful starting point, helping individual schools to inquire into and develop their own practice and provision. They provide practical suggestions for practitioners about ways of working that can create a greater sense of equity within particular school contexts, and highlight the barriers to a wider strategy for reducing system inequities that reside in local and national policies and traditions. At a time when government policies in many countries move to extend the diversity of educational provision - for example, through the introduction of charter schools in the USA, free schools in Sweden and academies in England - the authors also include a set of recommendations that offer a timely warning against the fragmentation of school systems in the misguided belief that competition benefits all children. They suggest that a more sensible approach would be to avoid situations whereby the improvement of one school leads to a decline in the resources available to, and subsequently the performance of, others.

Goldrick, Sue

Despite consistent improvements in the school systems of over recent years, there are still too many children who miss out. It is not only children from disadvantaged backgrounds attending hard-pressed urban schools that the system is failing - even in the most successful schools there are often groups of learners whose experience of schooling is less than equitable. As a result of their close involvement with a group of schools serving a predominantly working-class community over five years, the authors of this book offer an analysis of how marginalisation within schools can arise, and provide suggestions for responding to this crucial policy agenda. They propose a teacher-led inquiry strategy that has proved to be effective in moving forward thinking and practice within individual schools. However, their research has shown that using the same strategy for system change is problematic within a policy context that emphasises competition and choice. Learning from this experience, the authors analyse the factors that inhibit the collaborative approach needed to reduce inequities that exist between the schools, in order to formulate proposals that can move the system as a whole towards more equitable provision. In Developing Equitable Education Systems, the authors focus on the way teachers’ sense of ‘fairness’ can become a powerful starting point, helping individual schools to inquire into and develop their own practice and provision. They provide practical suggestions for practitioners about ways of working that can create a greater sense of equity within particular school contexts, and highlight the barriers to a wider strategy for reducing system inequities that reside in local and national policies and traditions. At a time when government policies in many countries move to extend the diversity of educational provision - for example, through the introduction of charter schools in the USA, free schools in Sweden and academies in England - the authors also include a set of recommendations that offer a timely warning against the fragmentation of school systems in the misguided belief that competition benefits all children. They suggest that a more sensible approach would be to avoid situations whereby the improvement of one school leads to a decline in the resources available to, and subsequently the performance of, others.

See the best price to sell, buy, or rent books by Ainscow, Mel. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Ainscow, Mel

See the best price to sell, buy, or rent books by Ainscow, Mel. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

School Improvement in an Era of Change (School Development Series)

School Improvement in an Era of Change (School Development Series)

Changing Education Systems: A Research-based Approach

Changing Education Systems: A Research-based Approach

Educational Equity

From Them to Us: An International Study of Inclusion in Education (1468)

Improving Schools, Developing Inclusion (Improving Learning)

Improving Schools, Developing Inclusion (Improving Learning)

Developing Equitable Education Systems

Developing Equitable Education Systems