This text makes a significant contribution to existing teachers competence in the area of quality enhancement and present reflections on practice distilled over a lifetime of work in education towards developing teachers and enhancing the effectiveness of learning. Methods by which this can be done are discussed and strategies for unlocking the potential within an organization are explored.

This text offers a framework for understanding the role of gender in education. Based on the results of a two year study of three schools undergoing major organizational changes as they prepared for coeducation, it promotes understanding of the role gender plays in influencing change in a high school. The book focuses on the impact of education on both sexes, placing responsibility for creating gender-fair environments on how educators organise their work and how they create environments for learning. The authors examine how assumptions about gender and male privilege are embedded in the...

This text offers a framework for understanding the role of gender in education. Based on the results of a two year study of three schools undergoing major organizational changes as they prepared for coeducation, it promotes understanding of the role gender plays in influencing change in a high school. The book focuses on the impact of education on both sexes, placing responsibility for creating gender-fair environments on how educators organise their work and how they create environments for learning. The authors examine how assumptions about gender and male privilege are embedded in the...

Teacher educators from ten institutions and programs in the United States, Canada, and Germany describe the ways in which they have changed teacher preparation to more fully incorporate cooperative learning concepts. Analytical commentaries on the programs highlight the learning experience of these programs as well as underlying issues of needed reforms in teacher education.

Included among best practices in education, cooperative learning may require a shift in program philosophy and disciplinary areas to meet the challenge of complex organizations and diverse student populations. As the...

Teacher educators from ten institutions and programs in the United States, Canada, and Germany describe the ways in which they have changed teacher preparation to more fully incorporate cooperative learning concepts. Analytical commentaries on the programs highlight the learning experience of these programs as well as underlying issues of needed reforms in teacher education.

Included among best practices in education, cooperative learning may require a shift in program philosophy and disciplinary areas to meet the challenge of complex organizations and diverse student populations. As the...