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Education under siege : why there is a better alternative /
At a time when education is considered crucial to a country's economic success, recent UK governments have insisted their reforms are the only way to make England's system world class. Yet pupils are tested rather than educated, teachers bullied rather than trusted and parents cast as winn...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bristol, UK :
Policy Press,
2013.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Mortimore, Peter. | |
| 245 | 1 | 0 | |a Education under siege : |b why there is a better alternative / |c Peter Mortimore. |
| 264 | 1 | |a Bristol, UK : |b Policy Press, |c 2013. | |
| 300 | |a 1 online resource (329 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a data file | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Online resource; title from PDF title page (ebrary, viewed October 10, 2013). | |
| 505 | 0 | |a 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. | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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? | |
| 505 | 8 | |a 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? | |
| 520 | |a At a time when education is considered crucial to a country's economic success, recent UK governments have insisted their reforms are the only way to make England's system world class. Yet pupils are tested rather than educated, teachers bullied rather than trusted and parents cast as winners or losers in a gamble for school places. Education under siege considers the English education system as it is and as it might be. In a highly accessible style, Peter Mortimore, an author with wide experience of the education sector, both in the UK and abroad, identifies the current system's strengths and. | ||
| 590 | |a JSTOR |b Books at JSTOR Demand Driven Acquisitions (DDA) | ||
| 590 | |a JSTOR |b Books at JSTOR All Purchased | ||
| 590 | |a JSTOR |b Books at JSTOR Evidence Based Acquisitions | ||
| 650 | 0 | |a Education |z England. | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Educational Policy & Reform |x General. |2 bisacsh | |
| 650 | 7 | |a Education |2 fast | |
| 651 | 7 | |a England |2 fast | |
| 650 | 7 | |a Alternativschule |2 gnd | |
| 650 | 7 | |a Schulkritik |2 gnd | |
| 651 | 7 | |a Groḃritannien |2 gnd | |
| 856 | 4 | 0 | |u https://jstor.uam.elogim.com/stable/10.2307/j.ctt1t6p6z6 |z Texto completo |
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| 938 | |a EBSCOhost |b EBSC |n 643519 | ||
| 938 | |a Internet Archive |b INAR |n educationundersi0000mort | ||
| 938 | |a Project MUSE |b MUSE |n musev2_79861 | ||
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| 994 | |a 92 |b IZTAP | ||