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How Very Effective Primary Schools Work [Kõva köide]

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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 everyones 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.

Arvustused

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 everyones 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 "...This book provides a valuable theoretical underpinning for those who want to develop their schools into learning institutions and make a strong commitment to their communities."  JOURNAL OF EDUCATIONAL CHANGE -- Karl-Heinz Arnold * Journal of Educational Change *

Series editor's preface ix
Acknowledgements xi
Introduction
1(5)
Introduction
1(1)
The issue we addressed
2(1)
Our intention in writing this book
3(1)
The structure of the book
3(1)
How to use the book
4(1)
Acknowledgements
5(1)
A review of the literature
6(32)
Introduction
6(1)
Key issues in school effectiveness
6(5)
The characteristics of effective schools
11(14)
Schools in challenging circumstances
25(3)
Organisational culture
28(5)
Contextual influences on effectiveness
33(3)
Concluding comments
36(2)
A way of understanding schools as institutions
38(27)
Introduction
38(1)
Theories --- purposes and problems
39(2)
System psychodynamics
41(3)
Aspects of the system psychodynamics
44(19)
Concluding comments
63(2)
The research
65(13)
Introduction
65(1)
The education system in Wales
65(1)
The central issue
66(1)
The kind of study we undertook
67(1)
The schools we studied
68(1)
The data collection and analysis
69(2)
The case study schools --- the nature of disadvantage
71(6)
Summary of the outcomes
77(1)
The central characteristic
78(10)
Introduction
78(1)
A productive culture
79(3)
A strong culture
82(1)
A highly inclusive culture
83(1)
Continuing professional development
84(1)
Changes/initiatives
85(1)
Extra-curricular activities
86(1)
Commentary
87(1)
Leadership
88(10)
Introduction
88(1)
The headteacher
88(7)
The development of leadership density and depth
95(1)
The leadership work of the governing bodies
96(1)
Commentary
97(1)
The mindset
98(5)
Introduction
98(1)
The mindset
98(4)
Commentary
102(1)
The teaching team
103(7)
Introduction
103(1)
The teachers
103(3)
Teamwork
106(1)
Additional classroom support
107(2)
Commentary
109(1)
The pupils and their parents
110(5)
Introduction
110(1)
Pupil engagement and commitment
110(2)
Parental engagement and commitment
112(2)
Commentary
114(1)
Very efficient and effective organisation
115(4)
Introduction
115(1)
Structure, management and systems
115(1)
The management of pupil performance data
116(1)
The sizes of the schools
117(1)
Commentary
118(1)
The mutual support, validation and valuing of the community
119(6)
Introduction
119(1)
The schools and their local communities
119(2)
The schools and the wider community
121(1)
The schools and their local authorities
122(1)
The schools and the education system
123(1)
Commentary
124(1)
What makes these schools very effective?
125(26)
Introduction
125(1)
An interpretive review of the findings
126(10)
The characteristics of the case study schools in comparison with the characteristics of effective schools
136(10)
Why were these schools very effective?
146(3)
Concluding comments
149(2)
Interpreting the outcomes
151(18)
Introduction
151(1)
The primary task
152(2)
Group mentalities
154(1)
Espoused theories and in use theories
155(1)
Leadership
155(4)
Boundaries
159(1)
Defensive behaviours
160(3)
Containment and the transformation of anxiety and emotion into creativity
163(1)
Working with passion
164(1)
Collaboration
164(5)
Concluding comments
169(10)
Introduction
169(1)
Reflections on the research and the outcomes
169(7)
New research issues
176(1)
Messages for all schools
177(1)
Very effective schools are what all children deserve
178(1)
References 179(9)
Index 188


Chris James is the Professor of Educational Leadership and Management in the Department of Education at the University of Bath. He researches leadership and management in schools and colleges, the affective aspects of educational organisations, collaborative working in schools and school governing and governance. During his career, Chris has worked with a range of public, private and not-for-profit organizations including numerous local authorities and schools. He has directed a large number of educational research projects and published over 200 items including six books. Michael Connolly is Emeritus Professor of Public Policy and Management, University of South Wales, UK, as a Visiting Professor of Education and Policy, University of Bath, UK.  In addition, he is a Fellow of the Learned Society of Wales. Professor Connolly has published a number of books, chapter in books and articles on education policy and management, learning in Higher Education as well as papers on public policy in Northern Ireland.  Michael has been a co-editor of Pubic Money and Management, book editor of Public Administration and a member of number of editorial Boards for a range of academic journals.   His research interests include education policy and management and the role of local government and local services.