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Recent educational reforms and developments in education policy have given school governors considerable powers and responsibilities. This book offers a framework for governors who wish to work most effectively at raising standards in schools.
This volume provides an overview of key contemporary themes in educational leadership. It focuses on developing professional capacity, organisation improvement and the implementation of change, looking at theoretical frameworks and concepts, recent research studies and case examples of effective practice. The book covers: - leading learning and learner leadership - change processes and distributed leadership - leading professional development for educational contexts. Designed to encourage critical analysis and debate, this volume will be a useful resource for postgraduate and professional development courses in educational leadership and for practitioners. It is a companion to Educational Leadership: Context, Strategy and Collaboration, also published by Sage.
Americans are generally apprehensive about what they perceive as big government—especially when it comes to measures that target their bodies. Soda taxes, trans fat bans, and calorie counts on menus have all proven deeply controversial. Such interventions, Rachel Louise Moran argues, are merely the latest in a long, albeit often quiet, history of policy motivated by economic, military, and familial concerns. In Governing Bodies, Moran traces the tension between the intimate terrain of the individual citizen's body and the public ways in which the federal government has sought to shape the American physique over the course of the twentieth century. Distinguishing her subject from more explicit and aggressive government intrusion into the areas of sexuality and reproduction, Moran offers the concept of the "advisory state"—the use of government research, publicity, and advocacy aimed at achieving citizen support and voluntary participation to realize social goals. Instituted through outside agencies and glossy pamphlets as well as legislation, the advisory state is government out of sight yet intimately present in the lives of citizens. The activities of such groups as the Civilian Conservation Corps, the Children's Bureau, the President's Council on Physical Fitness, and the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) implement federal body projects in subtle ways that serve to mask governmental interference in personal decisions about diet and exercise. From advice-giving to height-weight standards to mandatory nutrition education, these tactics not only empower and conceal the advisory state but also maintain the illusion of public and private boundaries, even as they become blurred in practice. Weaving together histories of the body, public policy, and social welfare, Moran analyzes a series of discrete episodes to chronicle the federal government's efforts to shape the physique of its citizenry. Governing Bodies sheds light on our present anxieties over the proper boundaries of state power.
The human body is thought of conventionally as a biological entity, with its longevity, morbidity, size and even appearance determined by genetic factors immune to the influence of society or culture. Since the mid-1980s, however, there has been a rising awareness of how our bodies, and our perception of them, are influenced by the social, cultural and material contexts in which humans live. Drawing on studies of sex and gender, education, governance, the economy, and religion, Chris Shilling demonstrates how our physical being allows us to affect the material and virtual world around us, yet also enables governments to shape and direct our thoughts and actions. Revealing how social relationships, cultural images, and technological and medical advances shape our perceptions and awareness, he exposes the limitations of traditional Western traditions of thought that elevate the mind over the body as that which defines us as human. Dealing with issues ranging from cosmetic and transplant surgery, the performance of gendered identities, the commodification of bodies and body parts, and the violent consequences of competing conceptions of the body as sacred, Shilling provides a compelling account of why body matters present contemporary societies with a series of urgent and inescapable challenges. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.
The Principal: Leadership for a Global Society is the core textbook for aspiring and practicing K-12 school principals. Taking a practical and research-grounded approach, this inspiring text prepares school leaders to successfully face the challenges that they will deal with on a day-to-day basis and throughout their careers. From curriculum development to staff development to policy and discipline, it addresses the most up-to-date practices in developing leadership skills. The book provides a wide array of pedagogical features to help practicing and aspiring school principals improve programs, create a safer and more enriching environment for students and faculty; meet school, district, community, state, and national ideologies and standards; and much more. After reading The Principal, the educational leaders of tomorrow will be equipped with innovative, practical, and successful leadership concepts and ideas that will help them make a powerful impact on not just those who walk through the school doors, but the community as well.
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
The nature of Higher Education in the UK has changed over the last three decades. Academics can no longer be said to carry out their work in 'ivory towers', as increasing government intervention and a growing 'target culture' has changed the way they work. Increasingly universities have transformed from 'communities of scholars' to 'workplaces'. The organization and administration of universities has seen a corresponding prevalence of ideas and strategies drawn from the 'New Public Management' ideology in response, promoting a more 'business-focussed' approach in the management of public services. This book examines the issues that these changes have had on academics, both as the 'knowledge-workers' managed, and the 'manager-academic'. It draws on a detailed study of academics holding management roles ranging from Head of Department to Vice Chancellor in sixteen UK universities, exploring their career histories and trajectories, and providing extensive accounts of their values, practices, relationships with others, and their training and development as managers. Drawing on debates around 'New Public Management', knowledge management, and knowledge workers, the wider implications of these themes for policy innovation and strategy in HE and the public sector more generally are considered, developing a critical response to recent approaches to managing public services, and practical suggestions for improvements which could be made to the training and support of senior and middle managers in universities. The book will be of interest to all teaching, researching, or managing in Higher Education, Education policy-makers, and academics and researchers concerned with Public Management, Knowledge Management, or Higher Education.
The School Years provides a challenging and lively collection of essays on key issues affecting young people in the school setting. It is an essential book for all those concerned with adolescence and education. Since the first edition in 1979, major social changes such as unemployment, AIDS, issues of race and gender, and increasing divorce rates have had a direct impact on education and young people. With these dramatice changes in mind, the contributors take an entirely new and up-to-date approach to current controversial issues such as the relationship of home and school, gender roles, morality, delinquency, and peer groups. Contributors include: John Coleman, Trust for the Study of Adolescence; T. Honess, School of Psychology, University of Wales; Peter Kutnick, Department of Education, University of Sussex; Sally Archer, Trenton State College, USA; Philida Salmon, Institute of Education, University of London; Maurice Chazan; David P. Farrington, Institute of Criminology, Cambridge.
The pace of change in education has continued to accelerate since the 1988 Education Act, and even experienced school governors are often bewildered about their duties and responsibilities, as well as what is actually happening in primary and secondary classrooms nowadays. What do school governors do? How can they manage their role most effectively? The School Governors Handbook has been the most definitive and widely read book on the subject since it was first published in 1980. Written by Ted Wragg and John Partington, two of the most respected experts in the field, one of its' great strengths has always been its mixture of up-to-date authoritative information and humour. In this third edition, all sections of the book have been substantially revised to take account of the many changes in governors' duties that have been brought about by recent legislation. As governors rarely receive any specific training for their important role, this book is an essential guide to the legal and practical aspects of governorship. Sections cover: * recent legislative changes in funding and school management * opting out * governors responsibilities, including budgets, staffing and drawing up whole school policies * how to run effective governors meetings * curriculum and assessment issues * school inspections * how to manage difficult situations, including child abuse, discipline, equal opportunities and pupil exclusions
Gender, Power and Sexuality is a collection of original and exciting articles by well-known feminists which makes a major contribution to our understanding of the ways in which men exercise control over girls and women in their daily lives, in the home, at school, at work and in the courts. Women are seen to resent and challenge male power, but, the institutionalisation of male power is shown to mitigate against women taking control over their own lives.