Argues that there has to be a bigger educational and social justice agenda to school improvement than the managerial approaches typically taken by government policy. The author critiques those school improvement texts, courses, and consultancies, which mostly frame their analyses within the terms of policy, and therefore act to apologise for it.
Part of the Improving Schools Series Leading teachers are those who are researchers and who have developed their pedagogy based on both evidence and conceptually informed practice.
Part of the Improving Schools series. To be published with several other titles in this series in April 2005.
Part of the Improving Schools series. To be published with several other titles in this series in April 2005.
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