How Very Effective Primary Schools Work
- ISBN-10
- 1847878563
- ISBN-13
- 9781847878564
- Series
- How Very Effective Primary Schools Work
- Category
- Education
- Pages
- 208
- Language
- English
- Published
- 2006-02-28
- Publisher
- SAGE
- Authors
- Michael Connolly, Chris James, Gerald Dunning
Description
'Chris James, Michael Connolly, Gerald Dunning and Tony Elliott have produced a comprehensive analysis of the very effective primary school. Although the research for the book draws on the authors' experiences in Welsh Primary Schools, the range of literature cited and the analytical frameworks employed ensure that their findings have a much broader relevance. They define 'a very effective' school as one that provides high levels of attainment and rich educational experiences despite being located in extremely challenging circumstances. A key insight of the book is that although these schools are consequently 'extraordinary' their practice was in many ways quite 'ordinary'. This is because these schools worked in much the same way as the very best of schools have always done. In many ways, this as the authors note, is an optimistic message – that all children deserve to be educated in such very effective schools. The virtue of How Very Effective Primary Schools Work is that it makes clear those characteristics and strategies that can help every school to become great' - David Hopkins, HSBC iNet Chair of International Leadership, and formerly Chief Adviser on School Standards to the Secretary of State 2002-2005 'All children, especially the poorest, deserve capable, mature and well adjusted teachers and leaders who work together to lay firm foundations of learning and behaviour, then enrich and elevate everyone's learning far beyond that in optimistic cultures of security, persistence and hope. Based on solid research from 18 outstanding schools in challenging circumstances, this is the vital message of this important and unique book. Chris James and his colleagues show that highly effective schools need high functioning adults and communities who expect and get the best from everyone, dedicate themselves to others without burning themselves out, are not frightened of challenges and contradictions, stay around to fulfil their obligations to others and see their efforts bear fruit, and are emotionally comfortable in their own skin. If you want to become more effective as a school you will need to become more effective and adjusted as a teacher, a leader and an all-round human being. This inspiring and indispensable book, will stir and steer all who read it in that educationally essential quest' - Andy Hargreaves, Thomas More Brennan Chair in Education, Boston College All good teachers and headteachers are concerned with improving pupil attainment. In high attainment schools, they must recognize how to sustain success. In schools with low attainment levels, they must come to understand the challenges they face and find ways of overcoming the difficulties. This practical, research-based book describes the key approaches used by very effective schools. The authors explain how success can be achieved and maintained and describe ways of working that bring about high levels of pupil attainment. They also explain why these ways of working are successful. This book is essential reading for headteachers, teachers, students of educational leadership and management, school governors, and those who work in local authorities.
Get the book
Other editions
Similar books
-
How Very Effective Primary Schools Work
Describing various approaches used by effective schools, this practical, research-based book explains how success can be achieved and maintained, and also describes ways of working that bring about high levels of pupil attainment.
-
Creating the Effective Primary School
By Roger Smithshare the right to a broad and balanced curriculum' (1989:1). Elton (DES, 1989) states: 'On the curriculum there are issues at three levels. First the National Curriculum, second thecurricula offered by individual schools and thirdly ...
-
Building Skills for Effective Primary Teaching
By Sue Lambert, Rachael Paige, Rebecca GeesonThe text also explores less common themes such as question and dialogue, EAL and teacher presence. It helps trainees to understand and develop these skills and begin to use them in their teaching.
-
Building Skills for Effective Primary Teaching: A guide to your school based training
By Sue Lambert, Rachael Paige, Rebecca GeesonThis books supports primary trainees to understand the complex nature of effective learning and teaching in primary schools.
-
Leading Improving Primary Schools: The Work of Heads and Deputies
By Geoff SouthworthIt seems to me that these two examples show that an evidence-based approach to management and leadership marks not just a new fad or fashion, it heralds a new era and a new way of leading improvement. Presently staff in primary schools ...
-
Success Against The Odds: Effective Schools in Disadvantaged Areas
By Paul HamlynSuccess Against the Odds will do the same. This powerful new book picks up one of the key themes of its predecessor, namely how schools in disadvantaged areas can not only be particularly effective but can continue to improve.
-
Effective Group Work in Primary School Classrooms: The SPRinG Approach
By Peter Blatchford, Peter KutnickThis book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects. This book offers a challenge to traditional approaches to classroom teaching and pedagogy.
-
Science in Primary Schools: Examining the Practices of Effective Teachers
By Angela FitzgeraldScience education in an urban elementary school: Case studies of teacher beliefs and classroom practices. ... In E. W. Saul (Ed.), Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice (pp. 33–47).
-
Organising Learning in the Primary School Classroom
By Joan DeanWragg and Brown (1993: 3) describe explaining as 'giving understanding to another' and they suggest that an explanation can help someone understand: · concepts; · cause and effect; · procedures; · purposes and objectives; ...
-
Innovative Teaching and Learning in Primary Schools
By Des Hewitt, Susan TarrantBenson, C. (2004) Creativity: Caught or taught? Design and Technology Education: An International Journal, 9(3): 138–45. Black, P. and Wiliam, D. (1998). Assessment and classroom learning, Assessment in Education, 5(1): 7–71.