This book is a follow-up to Inside Schools. It reviews the position of ethnography in educational research in the light of current issues and of the author's own research over the past ten years. Starting from an analysis of teaching as science and as art, Peter Woods goes on to review the general interactionist framework in which his own work is situated, and how this relates to postmodernist trends in qualitative research. The approach is illustrated through reference to the author's own personal history and research career, and his recent research on creative teaching, critical...
This book is a follow-up to Inside Schools. It reviews the position of ethnography in educational research in the light of current issues ...
This book is a follow-up to Inside Schools. It reviews the position of ethnography in educational research in the light of current issues and of the author's own research over the past ten years. Starting from an analysis of teaching as science and as art, Peter Woods goes on to review the general interactionist framework in which his own work is situated, and how this relates to postmodernist trends in qualitative research. The approach is illustrated through reference to the author's own personal history and research career, and his recent research on creative teaching, critical...
This book is a follow-up to Inside Schools. It reviews the position of ethnography in educational research in the light of current issues ...
Since the 1992 Education Act inaugurated national arrangements for inspection, schools have operated within an inspection climate which prevades every aspect of school life on a continual basis. The significance of OFSTED inspections cannot be overestimated. They are often the most challenging, searching, uncompromising and stressful events teacher have to experience. What effects do they have on teachers and their work, on their self and role, and on school policy and ethos? Drawing on six case studies from contrasting primary schools over a three-year period, this book reveals who OFSTED...
Since the 1992 Education Act inaugurated national arrangements for inspection, schools have operated within an inspection climate which prevades every...
Since the 1992 Education Act inaugurated national arrangements for inspection, schools have operated within an inspection climate which prevades every aspect of school life on a continual basis. The significance of OFSTED inspections cannot be overestimated. They are often the most challenging, searching, uncompromising and stressful events teacher have to experience. What effects do they have on teachers and their work, on their self and role, and on school policy and ethos? Drawing on six case studies from contrasting primary schools over a three-year period, this book reveals who OFSTED...
Since the 1992 Education Act inaugurated national arrangements for inspection, schools have operated within an inspection climate which prevades every...
