Bob Lingard, Debra Hayes, Martin Mills, Pam Christie's Leading Learning: Making Hope Practical in Schools PDF

By Bob Lingard, Debra Hayes, Martin Mills, Pam Christie

ISBN-10: 0335210112

ISBN-13: 9780335210114

ISBN-10: 0335226264

ISBN-13: 9780335226269

How will we comprehend and theorise university management? How can college management paintings in the direction of improving pupil studying? What are the limitations and probabilities for college management before everything of a brand new century? This identify is correct to a person occupied with enhancing education and embellishing the pro practices of educators. The authors specialize in management for reinforcing scholar results, either educational and social.While spotting the importance of the primary or headteacher at school management, the authors argue a powerful case for the dispersal of management. This booklet is predicated on huge examine carried out inside colleges. It specializes in prime studying around the tuition. It provides theoretically sound that displays the theories of Bourdieu and Foucault. It deals politically conscious that discusses the context of management inside college groups, academic platforms, worldwide pressures, and new coverage instructions. present, topical and considerate, "Leading studying" is essential interpreting for principals or headteachers, lecturers, and different tuition leaders, coverage makers and for college students learning academic management.

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Extra info for Leading Learning: Making Hope Practical in Schools (Professional Learning)

Sample text

Perhaps most significantly, in regard to engagement and valuing of difference, it is interesting to note that many of the teachers who were regarded highly by their school community, and the ones we identified as teacher– leaders, had an obvious commitment to introducing socially just practices into their classrooms. This is particularly evident in these teachers’ rejections of deficit models of students, and their belief that all students can learn. For example: ‘I think in some instances there is an enormous impact that the teacher makes.

A lot of teachers end up getting too stressed out about it because they see it as their responsibility solely to get the kids to listen or hand in assessment items. I’ve just come to a point where I do care if a student doesn’t hand in the work, but in the final analysis that’s a reflection of them not taking up responsibility. (Rhonda) In this instance, the teacher blamed the students. In another case, a teacher from the same school, who also demonstrated very low levels of productive pedagogies, blamed students’ failures on the education department and a general stripping away of teachers’ powers: The whole education department is set up so that kids are totally and absolutely responsible for what happens to them.

36 Leading Learning The three teachers quoted here all taught in schools located in areas regarded as ‘disadvantaged’. In each instance they did not attribute students’ lack of success to deficits. Instead they found ways in which they could ‘reach’ their students. This ‘reaching’ involved considerations of pedagogy and what they as individual teachers could do for their students. It is interesting to note that those teachers whose pedagogies and assessment practices contrasted significantly with the productive pedagogies model rarely had the same sense of efficacy in relation to the impact they had on their students’ learning.

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Leading Learning: Making Hope Practical in Schools (Professional Learning) by Bob Lingard, Debra Hayes, Martin Mills, Pam Christie


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