By Lomax
ISBN-10: 0585126097
ISBN-13: 9780585126098
ISBN-10: 1853591459
ISBN-13: 9781853591457
An edited assortment approximately lecturers who use motion study to enhance their paintings in study rooms, and as managers. The debts conceal examine approximately cross-curricula research talents, own and social schooling, equivalent possibilities, group instructing and gender, educating technology via drama, the administration of ancillary employees, reflective practices, and peer overview in instructor learn.
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Additional info for Managing Better Schools and Colleges: The Action Research Way (Bera Dialogues)
Example text
I was, and am, far more interested in whole school questions, such as teaching styles and teacher attitudes, learning styles and pupil attitudes. This broader view is a route taken by many experienced teachers. To be precise, my interest in teacher attitudes is based on experience at school and a growing awareness of attitudes outside school: if we are preparing pupils for life outside school, our work in school cannot be separated from the outside, nor should it be. But this does mean, as a corollary, that society's attitudes, laudable and otherwise, are reflected in the school community and as such may need careful scrutiny, maintenance or rethinking as the social and intellectual climate changes, or depending on your values, (stubbornly) refuses to change.
Everybody knows that men and women are different. But behind this knowledge lies a certain uneasiness: how different are they? What is the extent of the difference? What significance does it have for the way male and female behave and are treated in society? (Oakley, 1972) The implications of both male and female ideals and stereotypes are not beneficial to those striving to follow them. For women, following Page 24 the stereotype can lead to self-sacrifice and an implicit acceptance of inferiority.
I felt that education was an appropriate vehicle for effective change. Shortly after my promotion from Head of Modern Languages to Senior Teacher, with a responsibility for curriculum matters, I was asked by a colleague what I understood by 'curriculum'. My reply, 'Everything that is learned and/or taught in a school', was received with some scepticism and only when I enlarged considerably did he grant me credibility. He had expected me to talk about 'subjects' and the delivery of the National Curriculum subjects.
Managing Better Schools and Colleges: The Action Research Way (Bera Dialogues) by Lomax
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