Series:

Educational Management

2 total works

Cover of Creating an Excellent School

Originally published in 1989. The pursuit of excellence is much discussed with reference to education, but the question remains, ’How can a school become excellent?’ This book demonstrates that excellence depends on good management which, in turn, depends not only on a clear understanding of good management theory, but on the ability to translate theory into practice.

The authors offer profound insights into three crucial areas of leadership: culture, structure, and public accountability. Drawing on areas outside education, such as advertising and business, they discuss many innovations that are already current - flexitime, the vertical curriculum, mastery learning, community support - and depict ways in which these can be brought together into a total educational experience. More strikingly, however, they look ahead, examining the potential changes to our concept of schooling: for instance those brought about by the growth of information technology. This book emphasises that at the heart of outstanding schooling are visionary leadership, a clear sense of purpose, and creatively conceived and flexible support structures.

Cover of Education for the Twenty-first Century
"Education for the Twenty-First Century" has grown out of a common and deep-seated concern, at a time when many educators are worried about some of the trendlines in school reform, about the way young people think of their own future, and about some of the relatively simplistic education reforms being advocated, often by people with scant comprehension of modern educational practices. Schools as institutions, schooling patterns, the curriculum and teachers themselves have come under heavy criticism throughout the past decade, but it now has to be recognized that the problems in education have no lasting or satisfactory solutions while schools continue to operate out of the same framework which has determined their "raison d'etre" for the past two hundred years. The authors argue that education does not need fine tuning, or more of the same; rather the fundamental assumptions about schools have to be revised. They argue that learning about the future must become very much a part of the present, and set out some of the thinking and techniques which permit us to confront the future and make it a better place.