Reforming Lessons Why English Schools Have Improved Since 2010 And How This Was Achieved
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Reforming Lessons: Why English Schools Have Improved Since 2010 and How This Was Achieved
Reforming Lessons provides a first-hand account of the ambitious programme of reform that has led to a transformation in English schools since 2010 and seen pupils rise through the ranks of international comparison tests such as PIRLS and PISA. Co-authored by former Schools Minister Nick Gibb and Headteacher Robert Peal, the book explores the key principles behind the reforms and reveals the impact they had on school leadership, accountability, teaching methods, curriculum design, and pupil behaviour. Addressing the long legacy of ‘progressive’ approaches to teaching in English schools, and the development of evidence-led alternatives, the book shows that approaches to education such as 'warm-strict', 'teacher-led instruction', and 'knowledge-rich curriculum' have been simultaneously both controversial and hugely successful. Chapters cover: Reforms to the primary curriculum—phonics and mathematical mastery The return of rigour in the secondary curriculum School structures—academies and free schools Academic standards Grassroot reforms Changes to teacher training and the introduction of the Early Career Framework Providing a fascinating insight into the major reforms that have shaped England’s school system and the drivers behind them, this is essential reading for anyone working in the education sector, policy-makers, and those interested in education reform.
Reforming Lesson Study in Japan
This book elucidates the formation and development of theories of action in school reforms for Schools as Learning Communities (SLC) during ten years from its inception in 1998 in select Japanese elementary schools, junior high schools, and one secondary school. While growing international interest in Japanese lesson study is in pursuit of a standard lesson study, Suzuki offers a unique perspective into school reforms for SLC and how they resisted the standardization of lesson study out of concerns that it would limit a teacher’s autonomous judgment and choice. Through a theory-of-action approach in its examination of the pilot schools for SLC, this book clarifies: • Why did teachers reform lesson study? • What were the difficulties in reforming lesson study? • Why were teachers working on school reform for SLC? • Why did the school reform for SLC evolve from an elementary school to the junior high schools and high schools? This book provides a theoretical foundation for reviewing the past efforts and histories of Japanese lesson study reforms, and will interest academics and practitioners looking for insights into the future of lesson study. Winner of the Seiichi Tejima Research Award (2023 Book Award) and the Academic Research Award by the Japan School Improvement Rescarch Association (2022).
Achieving World-Class Education in Brazil
Author: Barbara Bruns
language: en
Publisher: World Bank Publications
Release Date: 2011-11-03
Over the past 15 years, Brazil has introduced a consistent program of reforms of its education system, progressively aligning the educational attainment of its labor force with that of other middle income countries and introducing advanced student assessment and monitoring systems.