What have we learned after three decades of research into school? What are the messages for policy-makers, for schools, for classroom teachers, for parents and their children? What can we say with confidence about how schools improve? What do we want from our schools in the future and how can we achieve it?

Improving School Effectiveness

Education & Teaching

MacBeath, John

Schools & Teaching

Open University Press

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?

Galton, Maurice

Bangs, John

Routledge

This best-selling book illustrates how schools can tell their own story. It draws on ground-breaking work with the National Union of Teachers to demonstrate a practical approach to identifying what makes a good school and the part that pupils, parents and teachers can play in school improvement. Its usefulness for and use by, classroom teachers to evaluate their practice will prove to be its greatest strength in an ever expanding effectiveness literature.

Schools Must Speak for Themselves

Self-Evaluation in European Schools: A Story of Change

In a political and economic climate in which school performance is made public, performance tables and inspectors' reports can only tell a partial story. This is a unique book. It tells the story of one school seen through the eyes of a pupil, a parent, a teacher, a headteacher and a critical friend. The story is a compelling journey through the process of school improvement; theories of school effectiveness and school improvement are progressively clarified. This book is based on a well-known and well-documented research project that represents eighteen European countries, which clearly sets it in a European Policy context. It includes a wealth of practical tools for raising standards for teachers and school managers to refer to, and guidance on how to use them. This eagerly awaited follow-up to Schools Must Speak for Themselves by John MacBeath (RoutledgeFalmer 1999) is a vital and useful source of good ideas, challenging insights and practical strategies for real schools.

Self-Evaluation in European Schools

Business & Money

Jakobsen, Lars

Schratz, Michael

Meuret, Denis

Job Hunting & Careers

Self-Evaluation: What's In It For Schools?

Self-evaluation in schools sits at the top of the national agenda in response to an awareness that performance tables and inspector's reports can only tell a partial story. Schools are now encouraged to raise questions about 'How are we doing?' and 'How do we know?'. Self-Evaluation: What's in it for Schools? demystifies school self-evaluation and encourages schools to be self-critical and self-confident. The book helps schools and teachers develop the necessary confidence to work with evaluation tools. Accessible and packed with case studies, it tackles the issues that are at the forefront of the national agenda in most countries in Europe. Challenging ideas for the future are given through discussion of the concerns and issues of schools in the present day.

Mcglynn, Archie

Self-Help

Personal Transformation

School inspection & self-evaluation

Written for heads and teachers, this forward-thinking book examines exactly what the relationship between inspection and self-evaluation means for schools and explores some of the underpinning issues, featuring examples of best practice from successful schools. It is full of useful advice on topics such as how schools can juggle ongoing self-evaluation with OFSTED’s expectations, how to use web sources to best advantage and what can be learnt from experience to lessen the anxiety in the relationship and make it more of a friendly and formative experience for all parties. Drawing on case studies from primary, secondary and special schools, this all-round overview should be of immediate interest to practitioners while also offering students and aspiring heads and teachers a valuable source of detailed information about the processes of inspection and self-assessment.

School Inspection & Self-Evaluation: Working with the New Relationship

Politics & Social Sciences

Sociology

Improving Learning How To Learn

Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn. This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted nationally and internationally. However, it adds an important new dimension by reporting the conditions within schools, and across networks of schools, that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. There is a companion book, Learning How to Learn in Classrooms: Tools for schools (also available from Routledge), which provides practical resources for those teachers looking to put into practice the principles covered in this book.

Improving Learning How to Learn

McCormick, Robert

Wiliam, Dylan

Swaffield, Sue

Marshall, Bethan

Fox, Alison

Carmichael, Patrick

Drummond, Mary-Jane

Pedder, David

Swann, Joanna

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Books by MacBeath, John