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Development & Learning for Very Young Children
by Claire Mould Dr Hilary Fabian'[T]his book has been well planned and provides information which is relevant for students and teachers alike in supporting teaching and learning. In particular, the practical aspects of group tasks and discussion points enable the reader to develop their reflective skills through the knowledge gained' - ESCalate 'This informative and thought-provoking collection of essays brings together theory, policy and practice for practitioners working with children aged from birth to three years old...It would be a great resource for students' - Nursery World 'This is a very well edited collection easily accessible to everyone involved in the early years, with the common thread being the holistic nature of very young children's learning. Using the contents of the different chapters for reflection and analysis, those implementing the new Early Years Foundation Stage will be able to promote and enhance children's development and learning experiences and certainly their own practices...This book powerfully reminds readers of what is at the heart of their care and learning interactions with babies and young children' - Professor Emeritus Janet Moyles, Play Consultant With a focus on the most critical years in a young child's development, this book brings together the essential theory, policy and practice for everyone working with young children. Concentrating on the 0 to 3 age range, the book considers all relevant legislation such as Every Child Matters and the new Early Years Foundation Stage. The content is organized into four sections: - development and learning; - policy to practice; - leadership and management; - establishing effective relationships. Examining the influence of policy on practice, issues covered include the stages of child development, observing young children, making partnerships with parents, building relationships within and between teams, working in a multi-agency way and creating a caring and stimulating environment. To illustrate practice and aid reflection, the chapters have: - chapter objectives; - case studies; - group tasks; - discussion points; - recommendations for further reading; - useful websites. Suitable for all early years students and practitioners, it is a must-have resource.
The Development of Arithmetic Concepts and Skills: Constructive Adaptive Expertise (Studies in Mathematical Thinking and Learning Series)
by Arthur J. Baroody Ann DowkerThis volume focuses on two related questions that are central to both the psychology of mathematical thinking and learning and to the improvement of mathematics education: What is the nature of arithmetic expertise? How can instruction best promote it? Contributors from a variety of specialities, including cognitive, developmental, educational, and neurological psychology; mathematics education; and special education offer theoretical perspectives and much needed empirical evidence about these issues. As reported in this volume, both theory and research indicate that the nature of arithmetic expertise and how to best promote it are far more complex than conventional wisdom and many scholars, past and present, have suggested. The results of psychological, educational, and clinical studies using a wide range of arithmetic tasks and populations (including "normally" and atypically developing children, non-injured and brain-injured adults, and savants) all point to the same conclusion: The heart of arithmetic fluency, in general, and the flexible and creative use of strategies, in particular, is what is termed "adaptive expertise" (meaningful or conceptually based knowledge). The construction of adaptive expertise in mathematics is, for the first time, examined across various arithmetic topics and age groups. This book will be an invaluable resource for researchers and graduate students interested in mathematical cognition and learning (including mathematics educators, developmental and educational psychologists, and neuropsychologists), educators (including teachers, curriculum supervisors, and school administrators), and others interested in improving arithmetic instruction (including officials in national and local education departments, the media, and parents).
The Development of Autism: Perspectives From Theory and Research
by Jacob A. Burack Tony Charman Nurit Yirmiya Philip R. ZelazoDedicated to the memory and work of Lisa Capps, this volume is a forum for scholars and practitioners interested in the typical and atypical development of persons with autism. Each chapter is focused on theoretical considerations and the empirical evidence regarding a specific aspect of functioning, but common themes of development are considered throughout. Within this framework, the contributors provide a detailed and comprehensive account of the development of persons with autism. The book is divided into four sections: (1) Developmental, Neurobiological, Genetic, and Family Considerations; (2) Attention and Perception; (3) Cognition, Theory of Mind, and Executive Functioning; and (4) Social and Adaptive Behaviors. With the consideration of this broad range of topics, this volume is both a state-of-the-art resource about autism and a unique contribution to the study of development. It will be of interest to researchers and care providers from several domains, including psychology, psychiatry, social work, developmental psychology, and education. This volume can be used as a text in graduate and advanced undergraduate courses, and as a resource in applied settings.
The Development of Child Protection Systems in the Post-Soviet States: A Twenty Five Years Perspective (Child Maltreatment #12)
by Ilze Earner Alexandra TelitsynaThis volume provides an understanding of how systems of child protection evolve in disparate cultural, social and economic contexts. Using the former Soviet Union as a starting point, it examines how 13 countries have developed, defined and evolved their system of protecting children and providing services to families over the last 25 years since independence. The volume runs an uniform approach in each country and then traces the development of unique systems, contributing to the international understanding of child protection and welfare. This volume is a fascinating study for social scientists, social workers, policy makers with particular interest to those focusing on children, youth, and family issues alike as each chapter offers a clear and compelling view of the central changes, competing claims and guiding assumptions that have formed each countries individual approach to child protection and family services.
The Development of Children's Imaginative Writing (Routledge Revivals)
by Helen CowiePublished in 1984. The more we know about young writers, the more we observe them as they write, discuss the composing process with them, talk to them about the sources of their ideas and the difficulties which they encounter as they try to captures thoughts and feelings in words, the greater will be our understanding of imaginative activity and the part it plays in children’s personal and social development. This is the essential theme of the book and the contributors stress the importance of sympathetic and sensitive guidance by teachers and parents in encouraging the imaginative process in young children. The personal diaries, stories and conversations with young writers which appear in this book illustrate how children can use imaginative writing as a means of coming to terms with social and emotional issues in their lives. The book presents first a theoretical analysis of the imaginative writing process and then goes on to explore children’s growing awareness of themselves and others through their perception of sex-roles, their way of dealing symbolically with illness and death, fear and separation, religious and spiritual experiences, and their understanding of social relationships with family and friends. The writing process itself is examined in detail and parallels drawn between the adult and child writer. The final part of the book presents children’s own reflections on writing, shows one classroom community in action and discusses the extent to which children themselves can gain control of their own writing process.
The Development of Early Childhood Education in Europe and North America
by Harry Willekens Kirsten Scheiwe Kristen NawrotzkiIn recent decades policies aiming at work-family reconciliation, at social integration and at the development of children's human capital have strongly influenced the expansion of early childhood education and care throughout much of the Western world. There are, however, striking differences between national regimes regarding the extent of these services, their organisation and their position within the welfare state and educational system. Many of these differences cannot be satisfactorily explained by reference to recent policy decisions, but must be understood in the context of the historical background of provisions for children below school age. This book focuses on long-term developments in early childhood education and public child care, to the extent that it was institutionally intertwined with early childhood education, starting with the first initiatives in the early nineteenth century. Its comparative overview demonstrates that salient features of present-day nationalregimes have their roots in critical historical junctures, times at which societal conflicts were settled – at least temporarily – by new policy arrangements. These arrangements then directed development down a path which it could only leave given a new crisis.
The Development of Meaning: A Study of Children's Use of Language (Routledge Library Editions: Education)
by Joan ToughThis book investigates children's use of language and considers its implications for children's learning at home and at school. The author compares the language used by children from different social environments at the ages of three, five and seven and considers the different approaches that children take towards their school experiences. The book discusses the problems of studying children's use and development of language and in doing so looks at the implications of a number of theories. It uses theory in order to establish a useful framework which will help teachers to become aware of the skills that children have established in using language when they come to school.
Development of Orthographic Knowledge and the Foundations of Literacy: A Memorial Festschrift for edmund H. Henderson
by Shane Templeton Donald R. BearThis volume unites spelling and word recognition -- two areas that have largely remained theoretically and empirically distinct. Despite considerable advances in the investigation of processes underlying word perception and the acknowledgement of the seminal importance of lexical access in the reading and writing processes, to date the development and functioning of orthographic knowledge across both encoding and decoding contexts has rarely been explored. The book begins to fill this void by offering a coherent and unified articulation of the perceptual, linguistic, and cognitive features that characterize an individual's advancing word/orthographic knowledge, providing evidence for a common knowledge base underlying spelling in writing and word recognition in reading. From a developmental perspective, the studies and syntheses presented in this volume blend insights from psychology and language study with those from clinical and classroom observations. These insights help explain how individuals, from preschool through adolescence, develop knowledge of the orthographic system underlying word structure in English and how they apply this knowledge in actual writing and reading contexts. Implications are drawn for the assessment and teaching of spelling, vocabulary, and word analysis from primary through middle grades.
The Development of Personal Learning Environments in Higher Education: Promoting Culturally Responsive Teaching and Learner Autonomy
by Yilin Sun Xiaoshu XuThe Development of Personal Learning Environments in Higher Education explores how today’s knowledge-based, learner-centered virtual platforms, which often limit teaching to a complimentary facilitation role, can compromise with the requirements and regulations of colleges and universities. Personal Learning Environments (PLEs) driven by culturally responsive teaching and learner autonomy represent a shift in the higher education paradigm, but how can scholars, designers, administrators, and faculty ensure effective, institutionally compatible construction and management of these systems? This book offers forward-thinking insights into the variety of student-centered learning interactions, particularly culturally and linguistically responsive pedagogies, that can be integrated into PLEs. Attending to quality assessment rubrics, the nuances of stakeholders’ needs, and theoretically sound frameworks, these cross-cultural, interdisciplinary chapters explore how leaders, instructors, technologists, and learners can form a precise yet flexible ecosystem to fully realize PLEs in which co-created, intercultural narratives yield rich, relevant digital learning experiences.
The Development of Postsecondary Education Systems in Canada: A Comparison between British Columbia, Ontario, and Québec, 1980-2010
by Donald Fisher Kjell Rubenson Theresa Shanahan Claude TrottierSignificant public investment and increased access to higher education lead to economic development - governments across the political and ideological spectrum believe this and have designed and implemented policy based on this understanding. The Development of Postsecondary Education Systems in Canada examines how these policies affect the structure and performance of postsecondary education. This comprehensive study compares the evolution and outcomes of higher education policy in British Columbia, Ontario, and Quebec over the past three decades. The authors begin with an understanding that in order to explain the role of postsecondary education in society, they must locate systemic change. Drawing on documentary analysis and interviews, the focus is on how policy priorities are reflected in "system" behaviours: performance, funding arrangements, design, and structural components. Current theories about the liberal-democratic state, academic capitalism, and marketization inform discussions of the changing role of higher education in a globalized knowledge society. The book presents policy and education as a multidimensional exchange between the postsecondary community, policy makers, and the behaviour and performance of educational systems and concludes that higher education is a key actor in the restructuring of the state. The Development of Postsecondary Education Systems in Canada shows how higher education policy has been driven by a changing political and economic imperative and examines the contradictions and unintended consequences of education policy. Contributors include Jean Bernatchez (Université du Québec à Rimouski), Robert Clift (PhD candidate, University of British Columbia), Donald Fisher (University of British Columbia), Glen A. Jones (Ontario Institute for Studies in Education of the University of Toronto), Jacy Lee (McMaster University), Madeleine MacIvor (University of British Columbia), John Meredith (independent consultant), Kjell Rubenson (University of British Columbia), Theresa Shanahan (York University), and Claude Trottier (emeritus, Université Laval).
The Development of Postsecondary Education Systems in Canada
by Donald Fisher Theresa Shanahan Claude Trottier Kjell RubensonSignificant public investment and increased access to higher education lead to economic development - governments across the political and ideological spectrum believe this and have designed and implemented policy based on this understanding. The Development of Postsecondary Education Systems in Canada examines how these policies affect the structure and performance of postsecondary education. This comprehensive study compares the evolution and outcomes of higher education policy in British Columbia, Ontario, and Quebec over the past three decades. The authors begin with an understanding that in order to explain the role of postsecondary education in society, they must locate systemic change. Drawing on documentary analysis and interviews, the focus is on how policy priorities are reflected in "system" behaviours: performance, funding arrangements, design, and structural components. Current theories about the liberal-democratic state, academic capitalism, and marketization inform discussions of the changing role of higher education in a globalized knowledge society. The book presents policy and education as a multidimensional exchange between the postsecondary community, policy makers, and the behaviour and performance of educational systems and concludes that higher education is a key actor in the restructuring of the state. The Development of Postsecondary Education Systems in Canada shows how higher education policy has been driven by a changing political and economic imperative and examines the contradictions and unintended consequences of education policy. Contributors include Jean Bernatchez (Université du Québec à Rimouski), Robert Clift (PhD candidate, University of British Columbia), Donald Fisher (University of British Columbia), Glen A. Jones (Ontario Institute for Studies in Education of the University of Toronto), Jacy Lee (McMaster University), Madeleine MacIvor (University of British Columbia), John Meredith (independent consultant), Kjell Rubenson (University of British Columbia), Theresa Shanahan (York University), and Claude Trottier (emeritus, Université Laval).
The Development of Professional Identity in Higher Education: Continuing and Advancing Professionalism (Routledge Research in Higher Education)
by Myint Swe Khine Abdulghani MuthannaIn this book, first-hand accounts from academics and practitioners explore the concept of "professional identity development" in the context of higher education and provide guidance to develop and enhance professionalism. The Development of Professional Identity in Higher Education presents a new understanding of identity development. Highlighting the importance of building positive identities in the development of a professional career, it argues for a reframing of the way academics think of themselves, suggesting the role of "practitioner" as one in which there is a continuous need to develop their professionalism as it connects to their daily practices and different identities. With contributions from a range of international authors, it demonstrates how professional development can change our beliefs and perceptions of the profession itself, whether it be through on-the-job instruction aimed at making teachers/researchers better, or through "self-learning" whereby teachers and researchers learn to develop and enhance their teaching and research competency through daily activities and self-analysis. This book will be of great interest to researchers and graduate and postgraduate students in teacher education and professional development.
Development Of Prototype Tactile Instructional Materials In High School Geometry For Students With Vision Loss
by Allan Rosal MesogaResearcher: Allan Rosal Mesoga Title of Thesis: Development of Prototype Tactile Instructional Materials in High School Geometry for Students with Vision Loss Degree: Master of Arts in Education Specialization: Special Education (Teaching Children with Visual Impairment) Institution: College of Graduate Studies Philippine Normal University Advisers: Julieta A. Gregorio, Ph.D. Rosemarievic Villena-Diaz, Ph.D. Key Concepts: High School Geometry, Competencies, Vision Loss, Tactile Materials The purpose of this study is to develop prototype tactile instructional materials in High School Geometry for students with vision loss. Specifically, this study aimed to Develop and Content Validate the Prototype Tactile Instructional Materials in High School Geometry for Students with Vision Loss. To accomplish this, the study sought to achieve six objectives: (1) Analyze the content of the geometry skills in the Basic Education Curriculum (BEC) from kindergarten, from elementary up to secondary school, to determine their prerequisites, sequences, and levels of difficulty, (2) Analyze literature on mathematics tactile materials in advanced countries, (3) Identify the adaptations and modifications that can be incorporated into locally constructed materials for teaching geometry skills to blind students with vision loss in secondary school, (4) Develop prototypes of tactile instructional materials for selected geometry skills in the secondary school curriculum, (5) Establish the content validity of the prototype tactile instructional materials, and (6) Revise the prototype materials as needed and prepare the final tactile instructional materials for learners with visual loss in secondary school. The research for this study was carried out in two stages. The first stage focused on data gathering as well as on the preparation and validation of prototype tactile instructional material in geometry for students with vision loss. In the second stage, the prototype tactile instructional materials were revised, and the final copy of prototype tactile material was prepared. There are two (2) groups of respondents in this study. The first group consists of two (2) mathematics professors, one (1) special education professor, and one (1) special education teacher. Thus, the first group of respondents is made up of four (4) teachers, or experts. This group established the content validity of the prototype tactile instructional material in terms of the competencies set by the Department of Education. The second group of respondents is made up of nine (9) students with vision loss. This group established the content validity of the prototype tactile instructional material in Geometry as instructional materials for students with vision loss. The first group of respondents used the five (5) criteria for evaluating the prototype tactile instructional materials as adapted from the study of Cadiente (2006).
The Development of Sacramentalism (Routledge Revivals)
by J. W. WandFirst published in 1928, The Development of Sacramentalism traces the history of the fundamental presuppositions upon which the doctrine of sacraments is built from primitive religions, through the Old Testament and the Mystery Cults. This book will be of interest to students of history and religion.
The Development of School-based Literacy: A Social Ecological Perspective (Routledge Library Editions: Literacy #19)
by Anthony Pellegrini Lee GaldaOriginally published in 1998. This book presents a model of social-contextual influences on children’s literacy and literate language. Literate language is similar to the language teachers use and to the language used in reading books for young children. Based on a longitudinal study in homes and schools, the authors here present the results of how diverse and close social relationships influence children’s literacy learning as they progress through the first three years of formal schooling, and discuss implications for teaching practice. Different types of reading matter in the home are examined and it is suggested that peers are helpful to the learning of literacy. Rather than separate friends as often happens in the classroom, this book suggest that interaction should be encouraged. It will be of interest to researchers and students of developmental and educational psychology, and to anyone interested in early cognitive and social development.
Development of Science Teachers' TPACK
by Ying-Shao HsuScience is a subject matter that requires learners to explore the world and develop their own abilities on the basis of that exploration. As technology broadens and deepens, science teachers need to expand their Technological Pedagogical Content Knowledge (TPACK), which determines how well they use technology to help students learn science. The book details our efforts to prepare science teachers to teach with the help of technology, examining various aspects of teacher education, professional development and teaching material preparation. It consists of three parts, which focus on: how TPACK is conceptually constructed within the field of science education, how teacher evaluation and teaching materials are developed and utilized based on the transformative model and how science teachers are prepared and supported with electronic resources based on the integrative model. The book offers a valuable resource for all those working in science education, as well as those readers who are interested in teacher education. Science teachers will come to know how simulations and animations can pedagogically support student learning. Practices for teachers' TPACK development such as learning-by-design, evaluation and measurement and teacher communities are also addressed, applied and discussed in the case of science teachers. The individual chapters will provide teacher educators and researchers from all disciplines with new insights into preparing teachers for the Digital Era.
The Development of the Alternative Black Curriculum, 1890-1940: Countering the Master Narrative
by Alana D. MurrayThis book examines black intellectual thought during from 1890-1940, and its relationship to the development of the alternative black curriculum in social studies. Inquiry into the alternative black curriculum is a multi-disciplinary project; it requires an intersectional approach that draws on social studies research, educational history and black history. Exploring the gendered construction of the alternative black curriculum, Murray considers the impact of Carter G. Woodson and W.E.B. DuBois in creating the alternative black curriculum in social studies, and its subsequent relationship to the work of black women in the field and how black women developed the alternative black curriculum in private and public settings.
The Development of the High Ability Child: Psychological Perspectives on Giftedness
by Erin M. Miller Michael S. Matthews Dante D. DixsonThis valuable text will help readers to understand the physical, social, and cognitive development of high ability children. Written by experts in the fields of education and psychology, each chapter applies core principles of psychology to the development of gifted and talented children. Through the content, readers will be shown how these children are like all children as well as the ways in which their development is unique. Covering the psychology of learning and learners, personality differences, language and physical development, problem solving, and motivation of high ability children, this book provides readers with a strong foundation for supporting and developing advanced learners. The text also includes Field Notes and Eye for Diversity sections to enable readers to put into practice, and recognize, important issues being discussed. Throughout, the editors blend discussions of research with practical advice for individuals charged with nurturing children with advanced cognitive potential. It is an essential read for students, counsellors, administrators, therapists, and parents seeking to support high ability children and their needs.
The Development of the Mechanics' Institute Movement in Britain and Beyond: Supporting further education for the adult working classes (Routledge Research in Education)
by Martyn WalkerThe Development of the Mechanics’ Institute Movement in Britain and Beyond questions the prevailing view that mechanics’ institutes made little contribution to adult working-class education from their foundation in the 1820s to 1890. The book traces the historical development of several mechanics’ institutes across Britain and reveals that many institutes supported both male and female working-class membership before state intervention at the end of the nineteenth century resulted in the development of further education for all. This book presents evidence to suggest that the movement remained active and continued to expand until the end of the nineteenth century. Drawing on historical accounts, Walker describes the developments which shaped the movement and emphasises the institutes’ provision for scientific and technical education. He also considers the impact that the British movement had on the overseas development of mechanics’ institutes – particularly in Canada, America, Australia and New Zealand. The book concludes with a discussion of the legacy of the movement and its contribution to twentieth-century adult education. The Development of the Mechanics’ Institute Movement advances the argument that the movement made a substantial contribution to adult education for the working classes and provided a firm foundation for further education in Britain and beyond. It will appeal to academics, researchers and postgraduate students in the areas of education, history and sociology, as well as the philosophy of education, technical and vocational education, and post-compulsory education.
The Development of the Secondary Curriculum (Routledge Library Editions: Curriculum #26)
by Michael H. PriceOriginally published in 1986. This book's focus is on English secondary schooling in the late 19th and 20th Centuries, during which the definition of a general ‘secondary’ education was itself negotiated and consolidated before the development of secondary modern and then comprehensive schools. In each chapter, a specialist contributor considers the changing ideology, shape and status of one of the seven traditional academic subjects, namely Classics, Modern Languages, English, History, Geography, Mathematics and Science. These seven school subjects have dominated the academic school curriculum since the nineteenth century and continue to exert a powerful influence upon the contemporary school curriculum today despite the emergence of various rivals and the growing status of ‘practical' subjects.
Development of Transport by Telematics: 19th International Conference on Transport System Telematics, TST 2019, Jaworze, Poland, February 27 – March 2, 2019, Selected Papers (Communications in Computer and Information Science #1049)
by Jerzy MikulskiThis book constitutes selected papers from the 19th International Conference on Transport Systems Telematics, TST 2019, held in Jaworze, near Bielsko-Biala, Poland, in March 2019. The 31 full papers presented in this volume were carefully reviewed and selected from 104 submissions. They were organized in topical sections named: telematics in rail transport; telematics in road transport; telematics in marine transport; telematics in air transport; and general about telematics.
The Development of University Teaching Over Time: Pedagogical Approaches from 1800 to the Present (Routledge Research in Higher Education)
by Tom O'DonoghueExamining two centuries of university education, this book charts the development of pedagogical approaches since the year 1800 and how they have transformed higher education.While institutions for promoting advanced learning in various forms have existed in Asia, Africa, and the Arab world for centuries, the beginning of the nineteenth century saw the emergence of the modern model of a university with which we are familiar today. This book argues that, in the time since, seven broad teaching approaches were developed across the world which continue to be used today: the disputation, the lecture, the tutorial, the research seminar, workplace teaching, teaching through material making, and role-play. O’Donoghue demonstrates how each has been reconfigured and developed over time in response to the changing nature of higher education, as well as society more generally.This expansive book will be of great interest to historians of education, scholars of education more generally, and teacher practitioners interested in the pedagogical models that shape modern academia.
Development of Writing Skills in Children in Diverse Cultural Contexts: Contributions to Teaching and Learning
by Alina Galvão Spinillo Carmen SotomayorThis book brings together multiple theoretical perspectives and disciplinary approaches to study the acquisition and development of written language by children as well as the implications for teaching and learning of writing practices in a variety of languages and cultural contexts. Chapters in this contributed volume present both theoretical contributions and results of research carried out with students and teachers from 11 countries (Belgium, Brazil, Chile, Israel, Italy, Mexico, the Netherlands, Portugal, Spain, UK and USA) who speak seven different languages: Portuguese, Spanish, English, Italian, French, Dutch and Hebrew. By bringing together research developed in diverse cultural contexts it enriches the debates in the interdisciplinary field of writing studies by analyzing a wide range of topics at the interface between research and educational implications for the teaching and learning of writing by children. The book consists of five parts, each one addressing a specific set of topics. Part I presents studies on topics related to written language representation systems (phonological and morphological awareness) and on the relationship between grammar and the quality of texts of different genres. Part II includes studies related to compositional processes of writing texts, and the factors involved in these processes. Part III focuses on the difficulties faced by students during the acquisition and development of writing. Part IV is dedicated to chapters that discuss and compare writing practices in different social environments. Finally, chapters in part V deal with teaching and learning of writing in the school setting. Development of Writing Skills in Children in Diverse Cultural Contexts: Contributions to Teaching and Learning will be of interest to researchers and students in the fields of psychology, education and linguistics, as well as to other social scientists in the broader interdisciplinary field of writing studies.
Development Outlook of Education and Migration: An Indian Perspective (Demographic Transformation and Socio-Economic Development #14)
by Basant Potnuru Narender Thakur Perveen KumarThis book describes the movement of un-skilled and skilled workers both within and from India and its fallout on education and development. It furthers the evidence on the contribution of education and international migration in development with specific reference to India as a major source country of migrant population. The book also distinguishes the underlying linkages and distinction between international and internal migration on the one hand and the education and development experience on the other. It brings forth the causes and development experiences of both migrations to a common platform to gauge on their similarities and differences in the lens of education and development. As such, this book contributes to the scant literature on Indian experience of internal and international migration and sheds light on future migration policy and course correction necessary for places and countries of migrant origin.
Development Planning and School Improvement for Middle Managers
by Marilyn Leask Ian TerrellClassroom teachers moving to positions of increased responsibility often have very little formal training for their new role. This book provides guidelines for best practice in the necessary skills for success - planning, management and accountability.