| Descript |
1 online resource (329 pages) |
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text txt |
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computer c |
| Carrier |
online resource cr |
| Descript |
data file rda |
| Contents |
EDUCATION UNDER SIEGE; Contents; List of tables; List of abbreviations; About the author; Acknowledgements; Preface; 1. What is education?; What does 'education' mean?; Society and education; When does our education start?; Is education active or passive?; Life-long learning; Conclusion; 2. Desirable outcomes; Moral compass; Good character; Sense of strategy; A trained mind; Happiness; Knowledge; Skills; Conclusion; 3. Intellectual ability; Broadening the concept of ability; Human characteristics that influence ability; Self-perception; Importance of luck; Expectations. |
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Importance of hard workConclusion; 4. Learning; Learning processes; Theory of mind; Learning styles; The promise of neuroscience; Digital learning; Autodidacts; Conclusion; 5. Teaching; Teacher education; What does teaching involve?; Teachers' conditions; Class size; Class control; Asking questions; Assessing pupils; Outstanding teaching; Teachers' critics; Conclusion; 6. Schools; Origins of schools; Schools today; Other national systems; Universal features of schools; Life in schools; Classroom roles; Misbehaviour; Competition; Public nature of classrooms; School leadership. |
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Can a school make a difference to pupils' achievement?'Social disadvantage; School improvement; Future of schooling; Conclusion; 7. Quality control; Assessment; Inspection; Conclusion; 8. Strengths; Aims and aspirations; Adequate functioning; Local authority accountability; Governing bodies; Quality of teacher education; Quality of school leadership; Local Management of Schools; Quality of teachers; Citizenship studies; School assemblies; Outstanding music; Visually stimulating environment; Sport; School trips; Lack of retention; Early years; Teachers' awards ceremonies; Conclusion. |
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9. AmbiguitiesEducation spending; National Curriculum; Quality of assessment; How desirable are faith schools?; How sound is the national reading strategy?; How helpful is inspection?; How useful is homework?; How essential is school uniform?; How freely available are out-of-school activities?; Conclusion; 10. Weaknesses; Over-dominance of Westminster; Market model of schooling; Impact of private schooling; Selection; Ability grouping; Lack of affordable pre-school provision; Children's stress; Little scope for innovation; Conclusion; 11. How good is the system? |
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How worthwhile are the aims of the system?How appropriate are the structure and governance?; How adequate is the funding?; How satisfactory are the buildings and equipment?; How wise have been the major policies affecting education since 1988? ; How good are the administrators?; How inspiring and competent are head teachers?; How skilled are teachers?; How well does the system work for pupils of different ages?; Does the system generate well-qualified intellectually curious young people?; Does the system bring about happy and well-adjusted young people?; Conclusion; 12. A better system? |
| Note |
Unlimited number of concurrent users. UkHlHU |
| ISBN |
9781447311331 (electronic bk.) |
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1447311337 (electronic bk.) |
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9781447311348 |
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1447311345 |
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9781447311317 |
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