Efnisyfirlit

• Cover Page
• Title
• Copyright
• Dedication
• Contents
• Foreword
• Acknowledgements
• Introduction
• The purpose of the book
• The structure of the book
• How the book can be used
• 1 The intelligent school in times of change – setting the scene
• Political change – the educational reform agenda in England and Wales
• The information and communication technologies revolution
• Socio-economic changes and inequalities
• 2 Reflections on school effectiveness
• The school effect
• The concept of value-added
• Measuring what we value
• Defining achievement
• The characteristics of effective schools
• Criticisms of SESI research
• Questions for discussion
• 3 Reflections on school improvement
• What is school improvement?
• Some key messages
• Change takes time
• An individual school’s capacity for change varies
• Change is complex
• Change needs to be well led and managed
• Teachers need to be the main agents of change
• The pupils need to be the main focus for change
• Questions for discussion
• 4 Learning about learning
• Introduction
• Learning as an active process of making meaning
• Learning and performance
• Meta-learning
• The nature of intelligence
• The contribution of neuroscience
• Learning styles
• The nature of learners
• Pupils’ experience of their learning and the role of their teachers
• The physical, emotional and social environment of school
• Conclusion
• Questions for discussion
• 5 Teaching for learning
• Teaching and learning
• The features of teaching for learning
• Subject knowledge and making it accessible
• Knowledge of who the pupils are and how they learn
• Facilitating the process of learning and teaching
• Managing the process of teaching for learning
• Conclusion: the learning and teaching PACT
• Questions for discussion
• 6 Teachers’ learning
• Why do teachers need to learn?
• Does professional development make a difference?
• How can teachers learn?
• Where can teachers learn?
• Professional learning communities
• Encouraging learning
• Conclusion
• Questions for discussion and activities
• 7 The nine intelligences – a framework for school improvement
• Ethical intelligence
• Spiritual intelligence
• Contextual intelligence
• Operational intelligence
• Emotional intelligence
• Collegial intelligence
• Reflective intelligence
• Pedagogical intelligence
• Systemic intelligence
• Corporate intelligence
• Leading the intelligent school
• Questions for discussion
• 8 A postscript
• Second guessing
• Changing times
• Changing schools?
• Home schooling
• Alternative possibilities
• Learning as a social activity
• Working together
• The 24-hour school
• Schools and schooling
• Activity
• Points for discussion
• References
• Index