Democratic Learning
The Challenge to School Effectiveness
Nonfiction, Reference & Language, Education & Teaching
| Author: | ISBN: | 9781134338979 | |
| Publisher: | Taylor and Francis | Publication: | November 6, 2003 |
| Imprint: | Routledge | Language: | English |
| Author: | |
| ISBN: | 9781134338979 |
| Publisher: | Taylor and Francis |
| Publication: | November 6, 2003 |
| Imprint: | Routledge |
| Language: | English |
The time has come to challenge many of the age-old assumptions about schools and school learning. In this timely book leading thinkers from around the world offer a different vision of what schools are for. They suggest new ways of thinking about citizenship, lifelong learning and the role of schools in democratic societies. They question many of the tenets of school effectiveness studies which have been so influential in shaping policy, but are essentially backward looking and premised on school structures as we have known them. Each chapter confronts some of the myths of schooling we have cherished for too long and asks us to think again and to do schools differently. Chapters include:
* Democratic learning and school effectiveness
* Learning democracy in an age of mangerial accountability
* Democratic leadership for school improvement in challenging contexts.
This book will be of particular interest to anyone involved in school improvement and effectiveness, including academics and researchers in this field of study. Headteachers and LEA advisers will also find this book a useful resource.
The time has come to challenge many of the age-old assumptions about schools and school learning. In this timely book leading thinkers from around the world offer a different vision of what schools are for. They suggest new ways of thinking about citizenship, lifelong learning and the role of schools in democratic societies. They question many of the tenets of school effectiveness studies which have been so influential in shaping policy, but are essentially backward looking and premised on school structures as we have known them. Each chapter confronts some of the myths of schooling we have cherished for too long and asks us to think again and to do schools differently. Chapters include:
* Democratic learning and school effectiveness
* Learning democracy in an age of mangerial accountability
* Democratic leadership for school improvement in challenging contexts.
This book will be of particular interest to anyone involved in school improvement and effectiveness, including academics and researchers in this field of study. Headteachers and LEA advisers will also find this book a useful resource.
