“ It is necessary for students to move to different areas in the school or out into the community in order to complete ... How does this approach change the teacher's workplace , that is , the school , the classroom and approaches to ...
(1994) Education and the City: Theory, History and Contemporary Practice. London: Routledge and Kegan Paul. ... (2004) Learning without Limits. ... (1990) 'Creating zones of possibilities: combining social contexts for instruction.
74 For schools, though, democracy, not profit, is at stake. Their practical aim in reducing bias is not just to change behavior for seven hours but to advance good citizenship and, beyond that, to foster respect and cooperation for ...
Small Wins in Hard Times Robert L. Larson ... Bromley and Mansfield, as did McLaughlin and Talbert in their study of high schools (2001), these schools had developed the work contexts essential for effective professional practice.
New Directions for the School Curriculum in Hong Kong Kerry J. Kennedy ... Might it not be argued that given the fast pace of economic change and development , the social role of schools will be even more important for young people ...
People changes related to issues of attitude and perceptions, motivation, and behaviors of various stakeholders in the school such as students, parents, and/or teachers in the school. These people changes required shifts in peoples' ...
This text offers theoretical discussion of the ideas around the topic and a set of suggestions for thinking about them.
Morgan made arrangements with her principal to work with two 5th-grade teachers in another building who believe that students should read and learn through the Internet to develop “new literacies” (Leu, Forzani, & Kennedy, 2014).
For a school with consistent results well above floor target, and an 'outstanding' Ofsted rating, what direct incentives are there to continue to improve? As Mulgan and Albury point out, the profit motive would be the normal driver in ...
This book, first published in 1992, was the first to look at the effects of the Act in all its aspects on the basis of empirical evidence gathered from schools over the first three years of the Act's implementation.