Although curriculum is central to the schooling process, debates about it are rarely well informed. Over the past 10 years, there has been a dearth of books that have informed the debate by examining curriculum in a broader context, beyond the National Curriculum. In this re-examination of the area, the author opens up a more general debate on how the curriculum is shaped and the compromises made between different ideologies of the nature and purpose of education.

What is the relationship of gender to the micropolitics of school reform? This book explores this timely research question, revealing the everyday struggles that happen between different factions of teachers with different definitions of what school means for students. The focus of this struggle, however, may not be on education, but rather on such underlying issues as gender. Using case studies, the author shows how gender politics can be used by teachers to delay reform.

Owing to daily work pressures and concerns, many teachers have little opportunity for considering and furthering their understanding of different issues surrounding assessment. Written in a user-friendly, jargon-free style, this text provides the reader with points of growth or change in the field of assessment. Each chapter in the text ends with a section on questions/exercises and further reading.

This work examines the way in which personality and identity of the pupil is shaped by his or her experiences in school. The text considers the way in which teachers in secondary schools are working, and to some extent living, with adolescent pupils for the majority of time in their weekday waking lives. The book examines: to what extent teachers provide both positive and negative role models for pupils to follow; the factors restricting the ability of teachers to teach effectively; and conversely, what factors work to their advantage.

Although curriculum is central to the schooling process, debates about it are rarely well informed. Over the past 10 years, there has been a dearth of books that have informed the debate by examining curriculum in a broader context, beyond the National Curriculum. In this re-examination of the area, the author opens up a more general debate on how the curriculum is shaped and the compromises made between different ideologies of the nature and purpose of education.

The re-organization of the education system within Britain has vastly increased the managerial responsibilities of those working in schools, although the staff have generally received little management training. In this book, the various issues related to management and a selection of ideas and pragmatic solutions are examined.

The school curriculum is a central area of educational debate in England and Wales. Increasingly politicians are looking for quick fixes from abroad to solve what they see to be problems in the educational system. Drawing on insights from other European curricular systems, this volume seeks to contribute to the debate on the reformations of the National Curriculum. The style is short and concise, with points for discussion and lists of further reading.

The school curriculum is a central area of educational debate in England and Wales. Increasingly politicians are looking for quick fixes from abroad to solve what they see to be problems in the educational system. Drawing on insights from other European curricular systems, this volume seeks to contribute to the debate on the reformations of the National Curriculum. The style is short and concise, with points for discussion and lists of further reading.