Education under siege :: why there is a better alternative /
At a time when education is considered crucial to a country's economic success, recent UK governments have insisted their reforms are the only way to make England's system world class. Yet pupils are tested rather than educated, teachers bullied rather than trusted and parents cast as winn...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Bristol, UK :
Policy Press,
2013.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | At a time when education is considered crucial to a country's economic success, recent UK governments have insisted their reforms are the only way to make England's system world class. Yet pupils are tested rather than educated, teachers bullied rather than trusted and parents cast as winners or losers in a gamble for school places. Education under siege considers the English education system as it is and as it might be. In a highly accessible style, Peter Mortimore, an author with wide experience of the education sector, both in the UK and abroad, identifies the current system's strengths and. |
| Beschreibung: | 1 online resource (329 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781447311331 1447311337 9781447311348 1447311345 1447311310 9781447311317 9781299923072 1299923070 |
Internformat
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| 100 | 1 | |a Mortimore, Peter. | |
| 245 | 1 | 0 | |a Education under siege : |b why there is a better alternative / |c Peter Mortimore. |
| 264 | 1 | |a Bristol, UK : |b Policy Press, |c 2013. | |
| 300 | |a 1 online resource (329 pages) | ||
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| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Online resource; title from PDF title page (ebrary, viewed October 10, 2013). | |
| 505 | 0 | |a EDUCATION UNDER SIEGE; Contents; List of tables; List of abbreviations; About the author; Acknowledgements; Preface; 1. What is education?; What does 'education' mean?; Society and education; When does our education start?; Is education active or passive?; Life-long learning; Conclusion; 2. Desirable outcomes; Moral compass; Good character; Sense of strategy; A trained mind; Happiness; Knowledge; Skills; Conclusion; 3. Intellectual ability; Broadening the concept of ability; Human characteristics that influence ability; Self-perception; Importance of luck; Expectations. | |
| 505 | 8 | |a Importance of hard workConclusion; 4. Learning; Learning processes; Theory of mind; Learning styles; The promise of neuroscience; Digital learning; Autodidacts; Conclusion; 5. Teaching; Teacher education; What does teaching involve?; Teachers' conditions; Class size; Class control; Asking questions; Assessing pupils; Outstanding teaching; Teachers' critics; Conclusion; 6. Schools; Origins of schools; Schools today; Other national systems; Universal features of schools; Life in schools; Classroom roles; Misbehaviour; Competition; Public nature of classrooms; School leadership. | |
| 505 | 8 | |a Can a school make a difference to pupils' achievement?'Social disadvantage; School improvement; Future of schooling; Conclusion; 7. Quality control; Assessment; Inspection; Conclusion; 8. Strengths; Aims and aspirations; Adequate functioning; Local authority accountability; Governing bodies; Quality of teacher education; Quality of school leadership; Local Management of Schools; Quality of teachers; Citizenship studies; School assemblies; Outstanding music; Visually stimulating environment; Sport; School trips; Lack of retention; Early years; Teachers' awards ceremonies; Conclusion. | |
| 505 | 8 | |a 9. AmbiguitiesEducation spending; National Curriculum; Quality of assessment; How desirable are faith schools?; How sound is the national reading strategy?; How helpful is inspection?; How useful is homework?; How essential is school uniform?; How freely available are out-of-school activities?; Conclusion; 10. Weaknesses; Over-dominance of Westminster; Market model of schooling; Impact of private schooling; Selection; Ability grouping; Lack of affordable pre-school provision; Children's stress; Little scope for innovation; Conclusion; 11. How good is the system? | |
| 505 | 8 | |a How worthwhile are the aims of the system?How appropriate are the structure and governance?; How adequate is the funding?; How satisfactory are the buildings and equipment?; How wise have been the major policies affecting education since 1988? ; How good are the administrators?; How inspiring and competent are head teachers?; How skilled are teachers?; How well does the system work for pupils of different ages?; Does the system generate well-qualified intellectually curious young people?; Does the system bring about happy and well-adjusted young people?; Conclusion; 12. A better system? | |
| 520 | |a At a time when education is considered crucial to a country's economic success, recent UK governments have insisted their reforms are the only way to make England's system world class. Yet pupils are tested rather than educated, teachers bullied rather than trusted and parents cast as winners or losers in a gamble for school places. Education under siege considers the English education system as it is and as it might be. In a highly accessible style, Peter Mortimore, an author with wide experience of the education sector, both in the UK and abroad, identifies the current system's strengths and. | ||
| 650 | 0 | |a Education |z England. | |
| 650 | 0 | |a Education and state |z Great Britain. | |
| 650 | 6 | |a Éducation |x Politique gouvernementale |z Grande-Bretagne. | |
| 650 | 6 | |a Enseignement |x Réforme |z Grande-Bretagne. | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Educational Policy & Reform |x General. |2 bisacsh | |
| 650 | 7 | |a Education |2 fast | |
| 651 | 7 | |a England |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJpYDdYvBpjXV6WpybK68C | |
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| 655 | 7 | |a dissertations. |2 aat | |
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| 655 | 7 | |a Thèses et écrits académiques. |2 rvmgf | |
| 758 | |i has work: |a Education under siege (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGx366vt6dchKm7g47d6Vd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |z 9781447311317 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn861537028 |
|---|---|
| _version_ | 1813903625185918976 |
| adam_text | |
| any_adam_object | |
| author | Mortimore, Peter |
| author_facet | Mortimore, Peter |
| author_role | |
| author_sort | Mortimore, Peter |
| author_variant | p m pm |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LA632 |
| callnumber-raw | LA632 .M67 2013eb |
| callnumber-search | LA632 .M67 2013eb |
| callnumber-sort | LA 3632 M67 42013EB |
| callnumber-subject | LA - History of Education |
| collection | ZDB-4-EBA |
| contents | EDUCATION UNDER SIEGE; Contents; List of tables; List of abbreviations; About the author; Acknowledgements; Preface; 1. What is education?; What does 'education' mean?; Society and education; When does our education start?; Is education active or passive?; Life-long learning; Conclusion; 2. Desirable outcomes; Moral compass; Good character; Sense of strategy; A trained mind; Happiness; Knowledge; Skills; Conclusion; 3. Intellectual ability; Broadening the concept of ability; Human characteristics that influence ability; Self-perception; Importance of luck; Expectations. Importance of hard workConclusion; 4. Learning; Learning processes; Theory of mind; Learning styles; The promise of neuroscience; Digital learning; Autodidacts; Conclusion; 5. Teaching; Teacher education; What does teaching involve?; Teachers' conditions; Class size; Class control; Asking questions; Assessing pupils; Outstanding teaching; Teachers' critics; Conclusion; 6. Schools; Origins of schools; Schools today; Other national systems; Universal features of schools; Life in schools; Classroom roles; Misbehaviour; Competition; Public nature of classrooms; School leadership. Can a school make a difference to pupils' achievement?'Social disadvantage; School improvement; Future of schooling; Conclusion; 7. Quality control; Assessment; Inspection; Conclusion; 8. Strengths; Aims and aspirations; Adequate functioning; Local authority accountability; Governing bodies; Quality of teacher education; Quality of school leadership; Local Management of Schools; Quality of teachers; Citizenship studies; School assemblies; Outstanding music; Visually stimulating environment; Sport; School trips; Lack of retention; Early years; Teachers' awards ceremonies; Conclusion. 9. AmbiguitiesEducation spending; National Curriculum; Quality of assessment; How desirable are faith schools?; How sound is the national reading strategy?; How helpful is inspection?; How useful is homework?; How essential is school uniform?; How freely available are out-of-school activities?; Conclusion; 10. Weaknesses; Over-dominance of Westminster; Market model of schooling; Impact of private schooling; Selection; Ability grouping; Lack of affordable pre-school provision; Children's stress; Little scope for innovation; Conclusion; 11. How good is the system? How worthwhile are the aims of the system?How appropriate are the structure and governance?; How adequate is the funding?; How satisfactory are the buildings and equipment?; How wise have been the major policies affecting education since 1988? ; How good are the administrators?; How inspiring and competent are head teachers?; How skilled are teachers?; How well does the system work for pupils of different ages?; Does the system generate well-qualified intellectually curious young people?; Does the system bring about happy and well-adjusted young people?; Conclusion; 12. A better system? |
| ctrlnum | (OCoLC)861537028 |
| dewey-full | 379.41 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 379 - Public policy issues in education |
| dewey-raw | 379.41 |
| dewey-search | 379.41 |
| dewey-sort | 3379.41 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| genre_facet | dissertations. Academic theses Academic theses. Thèses et écrits académiques. |
| geographic | England fast https://id.oclc.org/worldcat/entity/E39PBJpYDdYvBpjXV6WpybK68C Großbritannien gnd http://d-nb.info/gnd/4022153-2 |
| geographic_facet | England Großbritannien |
| id | ZDB-4-EBA-ocn861537028 |
| illustrated | Not Illustrated |
| indexdate | 2024-10-25T16:21:39Z |
| institution | BVB |
| isbn | 9781447311331 1447311337 9781447311348 1447311345 1447311310 9781447311317 9781299923072 1299923070 |
| language | English |
| oclc_num | 861537028 |
| open_access_boolean | |
| owner | MAIN |
| owner_facet | MAIN |
| physical | 1 online resource (329 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Policy Press, |
| record_format | marc |
| spelling | Mortimore, Peter. Education under siege : why there is a better alternative / Peter Mortimore. Bristol, UK : Policy Press, 2013. 1 online resource (329 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier data file Includes bibliographical references and index. Online resource; title from PDF title page (ebrary, viewed October 10, 2013). EDUCATION UNDER SIEGE; Contents; List of tables; List of abbreviations; About the author; Acknowledgements; Preface; 1. What is education?; What does 'education' mean?; Society and education; When does our education start?; Is education active or passive?; Life-long learning; Conclusion; 2. Desirable outcomes; Moral compass; Good character; Sense of strategy; A trained mind; Happiness; Knowledge; Skills; Conclusion; 3. Intellectual ability; Broadening the concept of ability; Human characteristics that influence ability; Self-perception; Importance of luck; Expectations. Importance of hard workConclusion; 4. Learning; Learning processes; Theory of mind; Learning styles; The promise of neuroscience; Digital learning; Autodidacts; Conclusion; 5. Teaching; Teacher education; What does teaching involve?; Teachers' conditions; Class size; Class control; Asking questions; Assessing pupils; Outstanding teaching; Teachers' critics; Conclusion; 6. Schools; Origins of schools; Schools today; Other national systems; Universal features of schools; Life in schools; Classroom roles; Misbehaviour; Competition; Public nature of classrooms; School leadership. Can a school make a difference to pupils' achievement?'Social disadvantage; School improvement; Future of schooling; Conclusion; 7. Quality control; Assessment; Inspection; Conclusion; 8. Strengths; Aims and aspirations; Adequate functioning; Local authority accountability; Governing bodies; Quality of teacher education; Quality of school leadership; Local Management of Schools; Quality of teachers; Citizenship studies; School assemblies; Outstanding music; Visually stimulating environment; Sport; School trips; Lack of retention; Early years; Teachers' awards ceremonies; Conclusion. 9. AmbiguitiesEducation spending; National Curriculum; Quality of assessment; How desirable are faith schools?; How sound is the national reading strategy?; How helpful is inspection?; How useful is homework?; How essential is school uniform?; How freely available are out-of-school activities?; Conclusion; 10. Weaknesses; Over-dominance of Westminster; Market model of schooling; Impact of private schooling; Selection; Ability grouping; Lack of affordable pre-school provision; Children's stress; Little scope for innovation; Conclusion; 11. How good is the system? How worthwhile are the aims of the system?How appropriate are the structure and governance?; How adequate is the funding?; How satisfactory are the buildings and equipment?; How wise have been the major policies affecting education since 1988? ; How good are the administrators?; How inspiring and competent are head teachers?; How skilled are teachers?; How well does the system work for pupils of different ages?; Does the system generate well-qualified intellectually curious young people?; Does the system bring about happy and well-adjusted young people?; Conclusion; 12. A better system? At a time when education is considered crucial to a country's economic success, recent UK governments have insisted their reforms are the only way to make England's system world class. Yet pupils are tested rather than educated, teachers bullied rather than trusted and parents cast as winners or losers in a gamble for school places. Education under siege considers the English education system as it is and as it might be. In a highly accessible style, Peter Mortimore, an author with wide experience of the education sector, both in the UK and abroad, identifies the current system's strengths and. Education England. Education and state Great Britain. Éducation Politique gouvernementale Grande-Bretagne. Enseignement Réforme Grande-Bretagne. EDUCATION Administration General. bisacsh EDUCATION Educational Policy & Reform General. bisacsh Education fast England fast https://id.oclc.org/worldcat/entity/E39PBJpYDdYvBpjXV6WpybK68C Alternativschule gnd http://d-nb.info/gnd/4125132-5 Schulkritik gnd http://d-nb.info/gnd/4180170-2 Großbritannien gnd http://d-nb.info/gnd/4022153-2 dissertations. aat Academic theses fast Academic theses. lcgft http://id.loc.gov/authorities/genreForms/gf2014026039 Thèses et écrits académiques. rvmgf has work: Education under siege (Text) https://id.oclc.org/worldcat/entity/E39PCGx366vt6dchKm7g47d6Vd https://id.oclc.org/worldcat/ontology/hasWork Print version: 9781447311317 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=643519 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=643519 Volltext |
| spellingShingle | Mortimore, Peter Education under siege : why there is a better alternative / EDUCATION UNDER SIEGE; Contents; List of tables; List of abbreviations; About the author; Acknowledgements; Preface; 1. What is education?; What does 'education' mean?; Society and education; When does our education start?; Is education active or passive?; Life-long learning; Conclusion; 2. Desirable outcomes; Moral compass; Good character; Sense of strategy; A trained mind; Happiness; Knowledge; Skills; Conclusion; 3. Intellectual ability; Broadening the concept of ability; Human characteristics that influence ability; Self-perception; Importance of luck; Expectations. Importance of hard workConclusion; 4. Learning; Learning processes; Theory of mind; Learning styles; The promise of neuroscience; Digital learning; Autodidacts; Conclusion; 5. Teaching; Teacher education; What does teaching involve?; Teachers' conditions; Class size; Class control; Asking questions; Assessing pupils; Outstanding teaching; Teachers' critics; Conclusion; 6. Schools; Origins of schools; Schools today; Other national systems; Universal features of schools; Life in schools; Classroom roles; Misbehaviour; Competition; Public nature of classrooms; School leadership. Can a school make a difference to pupils' achievement?'Social disadvantage; School improvement; Future of schooling; Conclusion; 7. Quality control; Assessment; Inspection; Conclusion; 8. Strengths; Aims and aspirations; Adequate functioning; Local authority accountability; Governing bodies; Quality of teacher education; Quality of school leadership; Local Management of Schools; Quality of teachers; Citizenship studies; School assemblies; Outstanding music; Visually stimulating environment; Sport; School trips; Lack of retention; Early years; Teachers' awards ceremonies; Conclusion. 9. AmbiguitiesEducation spending; National Curriculum; Quality of assessment; How desirable are faith schools?; How sound is the national reading strategy?; How helpful is inspection?; How useful is homework?; How essential is school uniform?; How freely available are out-of-school activities?; Conclusion; 10. Weaknesses; Over-dominance of Westminster; Market model of schooling; Impact of private schooling; Selection; Ability grouping; Lack of affordable pre-school provision; Children's stress; Little scope for innovation; Conclusion; 11. How good is the system? How worthwhile are the aims of the system?How appropriate are the structure and governance?; How adequate is the funding?; How satisfactory are the buildings and equipment?; How wise have been the major policies affecting education since 1988? ; How good are the administrators?; How inspiring and competent are head teachers?; How skilled are teachers?; How well does the system work for pupils of different ages?; Does the system generate well-qualified intellectually curious young people?; Does the system bring about happy and well-adjusted young people?; Conclusion; 12. A better system? Education England. Education and state Great Britain. Éducation Politique gouvernementale Grande-Bretagne. Enseignement Réforme Grande-Bretagne. EDUCATION Administration General. bisacsh EDUCATION Educational Policy & Reform General. bisacsh Education fast Alternativschule gnd http://d-nb.info/gnd/4125132-5 Schulkritik gnd http://d-nb.info/gnd/4180170-2 |
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| title | Education under siege : why there is a better alternative / |
| title_auth | Education under siege : why there is a better alternative / |
| title_exact_search | Education under siege : why there is a better alternative / |
| title_full | Education under siege : why there is a better alternative / Peter Mortimore. |
| title_fullStr | Education under siege : why there is a better alternative / Peter Mortimore. |
| title_full_unstemmed | Education under siege : why there is a better alternative / Peter Mortimore. |
| title_short | Education under siege : |
| title_sort | education under siege why there is a better alternative |
| title_sub | why there is a better alternative / |
| topic | Education England. Education and state Great Britain. Éducation Politique gouvernementale Grande-Bretagne. Enseignement Réforme Grande-Bretagne. EDUCATION Administration General. bisacsh EDUCATION Educational Policy & Reform General. bisacsh Education fast Alternativschule gnd http://d-nb.info/gnd/4125132-5 Schulkritik gnd http://d-nb.info/gnd/4180170-2 |
| topic_facet | Education England. Education and state Great Britain. Éducation Politique gouvernementale Grande-Bretagne. Enseignement Réforme Grande-Bretagne. EDUCATION Administration General. EDUCATION Educational Policy & Reform General. Education England Alternativschule Schulkritik Großbritannien dissertations. Academic theses Academic theses. Thèses et écrits académiques. |
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| work_keys_str_mv | AT mortimorepeter educationundersiegewhythereisabetteralternative |