Academies and Educational Reform

Governance, Leadership and Strategy

Nonfiction, Reference & Language, Study Aids, Financial Aid, Education & Teaching, Administration
Cover of the book Academies and Educational Reform by Dr. Elizabeth Leo, Prof. David Galloway, Phil Hearne, Channel View Publications
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Author: Dr. Elizabeth Leo, Prof. David Galloway, Phil Hearne ISBN: 9781847694874
Publisher: Channel View Publications Publication: October 20, 2010
Imprint: Multilingual Matters Language: English
Author: Dr. Elizabeth Leo, Prof. David Galloway, Phil Hearne
ISBN: 9781847694874
Publisher: Channel View Publications
Publication: October 20, 2010
Imprint: Multilingual Matters
Language: English

Behind the headlines and controversy surrounding new academy schools, many of their principals, teachers and pupils have been quietly changing the culture of learning and achievement in some of the most disadvantaged communities in England. While successful innovation and change is not unique to academies, this book illustrates how the academy policy represents a significant opportunity to improve the life chances of their pupils. Too much attention has focused on unanswerable questions about whether academies are better or worse than their predecessor or comparable schools in their neighbourhood. Too little focus has been on what policy makers and practitioners can learn from the different, and often conflicting, perspectives of the key players, notably sponsors, architects, principals, parents and pupils in order to create a school that can truly serve their community with distinction.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Behind the headlines and controversy surrounding new academy schools, many of their principals, teachers and pupils have been quietly changing the culture of learning and achievement in some of the most disadvantaged communities in England. While successful innovation and change is not unique to academies, this book illustrates how the academy policy represents a significant opportunity to improve the life chances of their pupils. Too much attention has focused on unanswerable questions about whether academies are better or worse than their predecessor or comparable schools in their neighbourhood. Too little focus has been on what policy makers and practitioners can learn from the different, and often conflicting, perspectives of the key players, notably sponsors, architects, principals, parents and pupils in order to create a school that can truly serve their community with distinction.

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