Ian Abbott Livres

Using historical evidence and interviews with high-profile decision-makers in Education, this book analyses education policy in England and Wales since the Second World War.

The fourth edition of this informative, accessible and intellectually engaging teacher training book provides a definitive guide for trainee and newly qualified secondary school teachers and their mentors. The book has been fully updated to reflect the many changes in policy and practice, including developments in the national curriculum, PSHEE and SEN provision. The latest edition covers topics such as how pupils learn, assessment, planning classroom communication and developing positive approaches to pupil behaviour. The wide range of specialist contributors, each bringing extensive first-hand experience of teaching, covers the core professional skills and concepts that new secondary school teachers need to acquire, irrespective of their subject specialism or training route, while the following key features of the book are: * Examples and illustrations from real classroom practice. * Details of current research. * Activities, case studies and scenarios. Ian Abbott, Associate Professor; Prue Huddleston, Emeritus Professor; and David Middlewood, Research Fellow, are all based at the University of Warwick's Centre for Education Studies, UK.

The book is created in collaboration with the EBEA, suggesting a focus on educational or business themes. It likely includes insights or guidelines relevant to the fields associated with the EBEA, offering readers valuable knowledge and practical applications. The collaboration may enhance the book's credibility and relevance, appealing to those interested in professional development or educational strategies.

Focusing on leadership and management, this guide offers a comprehensive approach to executing projects or dissertations. It emphasizes clarity with jargon-free language, making it accessible to all readers. Practical advice is provided across various aspects of research and reporting, ensuring that users can effectively navigate their academic endeavors.

Investigates how and why more collaboration is taking place in a wide range of settings in the UK, South Africa, New Zealand, China, the USA, the Seychelles, Tanzania and Greece, and considers the implications for leadership and the overall effectiveness of schools. David Middlewood, Ian Abbott and Sue Robinson explore various models of collaboration, considering their strengths, weaknesses and how they affect school leadership