Improving Schools in Difficulty

By:

Clarke,Paul

Contributor(s):

Paul Clarke

Material type:

TextPublication details: London Continumm 2006Description: xiv,190p. 23 cmISBN:

9781846840029

Subject(s):

Educational Resources

LOC classification:

LB 2822 CLA 2006

Online resources:

Click here to access online

Summary: Improving schools in difficulty is structured around two parts;part one examines the principles of engagement with schools in difficulty and part two looks at ways of improving the process of supporting schools in difficulty .What we say collectively in this book suggests that a new line of interpretation of challenge is emerging which is far more critical of the existing arrangements we take a view of improvement which is more deeply rooted in the emancipatory potential of education as a vehicle for social change.Our views are not imperical or simply theoritical,they are rooted in practice and arise from observation of practice and make a call for more radical solutions to be exercised.

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Cover image	Item type	Current library	Home library	Collection	Shelving location	Call number	Materials specified	Vol info	URL	Copy number	Status	Notes	Date due	Barcode	Item holds	Item hold queue priority	Course reserves
	Books	Ziauddin School & College Library On Shelve				LB 2822 CLA 2006 (Browse shelf(Opens below))					Available			156 EDU

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Previous	LB 2369 ADE 2004 Research: a commonsense approach	LB 2806 E 2016 Education for people and planet: creating sustainable futures for all	LB 2806 HUG 2006 Understanding Educational Leadership: people,power and culture	LB 2822 CLA 2006 Improving Schools in Difficulty	LB 2838 MAR 2011 Effective Supervision: supporting the art and science of teaching	LB 3051 CEC 2011 Measurement and Assessment in Education	LC 94 SID 2016 Education Policies in Pakistan	Next

Includes index

Improving schools in difficulty is structured around two parts;part one examines the principles of engagement with schools in difficulty and part two looks at ways of improving the process of supporting schools in difficulty .What we say collectively in this book suggests that a new line of interpretation of challenge is emerging which is far more critical of the existing arrangements we take a view of improvement which is more deeply rooted in the emancipatory potential of education as a vehicle for social change.Our views are not imperical or simply theoritical,they are rooted in practice and arise from observation of practice and make a call for more radical solutions to be exercised.

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