Kirjailija
David Hopkins
Kirjat ja teokset yhdessä paikassa: 57 kirjaa, julkaisuja vuosilta 1986–2026, suosituimpiin kuuluu John Dryden. Vertaile teosten hintoja ja tarkista saatavuus suomalaisista kirjakaupoista.
57 kirjaa
Kirjojen julkaisuvuodet: 1986–2026.
'Every school a great school' is not just a slogan, but an aspiration for the next stage of education reform, in which each student has the opportunity to reach their full potential. The book argues that, for 'every school a great school' to become a reality, requires a move from individual school improvement efforts and short term objectives to a sustainable system-wide response that seeks to re-establish a balance between national prescription and schools leading reform. Achieving this goal requires strategies that not only continue to raise standards, but also build capacity within the system. David Hopkins identifies four key educational 'drivers' that, if pursued, have the potential to deliver 'every school a great school':Personalized learningProfessionalized teaching Networking and innovation Intelligent accountabilityThe author believes that it is the responsibility of system leaders to mould the four drivers to fit individual school contexts. It is this leadership that enables systemic reform to be generic in terms of overall strategy and specific in adapting to individual and particular situations. Every School a Great School is inspirational reading for head teachers, senior leaders and managers, researchers, lecturers and those with a passionate interest in improving education for all.
Empowered School
David J. Hargreaves; David Hopkins
Continuum International Publishing Group Ltd.
2004
nidottu
Presents the latest knowledge in the field of school improvement and school development.
This book is a concise introduction, drawing on the latest research, to the life and work of the most celebrated English poet of the late seventeenth century. It is unusual in stressing not only the poet’s responses to events, personalities, and ideas of his day, but also the way in which his work engages (in a far more speculative and pluralistic way than is often supposed) with human issues and dilemmas of permanent concern: the relation of human to animal and inanimate nature; the forces, internal and external which serve to ennoble, enrich and confound human endeavour; the capacities and limits of human reason; the relations between the sexes. Dryden emerges from this study as, simultaneously, ‘a man of his times’ and a writer with important things to say to us all.
An introduction to the many debates surrounding the Dadaist and Surrealist movements, such as the Marquis de Sade's position as a Surrealist deity, attitudes towards the city, the impact of Freud, and attitudes towards women.
This book is a concise introduction, drawing on the latest research, to the life and work of the most celebrated English poet of the late seventeenth century. It is unusual in stressing not only the poet’s responses to events, personalities, and ideas of his day, but also the way in which his work engages (in a far more speculative and pluralistic way than is often supposed) with human issues and dilemmas of permanent concern: the relation of human to animal and inanimate nature; the forces, internal and external which serve to ennoble, enrich and confound human endeavour; the capacities and limits of human reason; the relations between the sexes. Dryden emerges from this study as, simultaneously, ‘a man of his times’ and a writer with important things to say to us all.
Effective Leadership for School Improvement
Alma Harris; Christopher Day; David Hopkins; Mark Hadfield; Andy Hargreaves; Christopher Chapman
Routledge
2002
nidottu
In a complex and multi-layered world, the conventional idea of great leadership being the result of the efforts of a single individual is rapidly becoming redundant. This book takes up the challenge of finding an alternative method of leadership in educational contexts, and looks at how this can help achieve sustained improvement in schools. The authors acknowledge that there are no simple solutions to school improvement. They argue that the effective leaders of the future will be those who are able to share responsibility, build positive relationships and offer stakeholders - teachers, parents and students - an opportunity to work together to improve their schools. The book is based around four key areas of concern: the changing context of leadership, leadership and school improvement, building leadership capacity, and future direction and implications. In each section, the authors discuss current theories and issues, and put forward alternative ideas and perspectives. This important book will make valuable reading for headteachers, principles, deputies and other senior teachers, particularly those undertaking leadership qualifications and training. It will also be of interest to postgraduate students and school governors.
Effective Leadership for School Improvement
Alma Harris; Christopher Day; David Hopkins; Mark Hadfield; Andy Hargreaves; Christopher Chapman
Routledge
2002
sidottu
In a complex and multi-layered world, the conventional idea of great leadership being the result of the efforts of a single individual is rapidly becoming redundant. This book takes up the challenge of finding an alternative method of leadership in educational contexts, and looks at how this can help achieve sustained improvement in schools. The authors acknowledge that there are no simple solutions to school improvement. They argue that the effective leaders of the future will be those who are able to share responsibility, build positive relationships and offer stakeholders - teachers, parents and students - an opportunity to work together to improve their schools. The book is based around four key areas of concern: the changing context of leadership, leadership and school improvement, building leadership capacity, and future direction and implications. In each section, the authors discuss current theories and issues, and put forward alternative ideas and perspectives. This important book will make valuable reading for headteachers, principles, deputies and other senior teachers, particularly those undertaking leadership qualifications and training. It will also be of interest to postgraduate students and school governors.
The "Improving the Quality of Education for All" (IQEA) school improvement project has, over the last ten years, reduced and evaluated a model of development that strengthens the school's ability to provide high quality education for all its pupils by building on existing good practice. The schools within the IQEA network have also provided the setting for a long-term investigation into the processes of school change and the enhancement of student achievement. This book provides many practical staff development activities and gives examples of specific changes which have taken place in IQEA schools, relating both to the progress of students and the professional development of their teachers. These training activities and examples demonstrate that improving the quality of education has many facets, not all of which can be measured and translated into league tables.
Creating the Conditions for Teaching and Learning
David Hopkins; Alma Harris
David Fulton Publishers Ltd
2000
nidottu
First Published in 2001. This handbook, arising out of IQEA project (Improving the Quality of Education for All), focuses on a basic repertoire of teaching and learning strategies and a series of activities designed to help teachers extend and deepen their range of teaching skills. The authors set out for CPD tutors ways of bringing research evidence and critical self-reflection to bear on practice, in the pursuit of confident teaching and effective learning. The goal is to locate and unleash the full potential of individual teachers through evidence, selection and variety, rather than to impose pre-determined notions or models of teaching and learning, regardless of the relevance to particular groups of students and their teachers.
Creating the Conditions for School Improvement
Mel Ainscow; John Beresford; Alma Harris; David Hopkins; Geoff Southworth; Mel West
David Fulton Publishers Ltd
2000
nidottu
First Published in 2001. This is the second edition of this school’s improvement handbook of staff development activities by the IQEA (Improving Education for All) project. This book is not about what changes should be introduced into a school but rather about creating the conditions for supporting those changes which schools or individuals believe should be introduced. To be effective at managing change schools and teachers need to modify the internal conditions of the school at the same time as introducing changes in teaching or curriculum. The book therefore provides ideas and materials to help colleagues in school to create such conditions and suggests a strategic approach.
Creating the Conditions for Classroom Improvement
David Hopkins; Michael Fielding; John Beresford; Mel Ainscow; Mel West
David Fulton Publishers Ltd
1998
nidottu
First published in 1998. The research, practice and staff development activities in this book have come out of the Improving the Quality of Education for All project (IQEA), which emphases the importance of enhancing internal conditions in schools by building upon existing good practice. Materials developed to promote school-level conditions have already been described in a companion volume- Creating Conditions for School Improvement. It is, however, necessary to modify the conditions with the classroom, as well as those at the level of the school, if school improvement strategies are to have their full impact on student achievement. This book articulates a complimentary set of 'classroom conditions;, and gives INSET providers the activity materials to implement them.
Making Good Schools
Robert Bollen; Bert P.M. Creemers; David Hopkins; Nijs Lagerweij; David Reynolds; Louise Stoll
Routledge
1996
sidottu
The disciplines of school effectiveness research and school improvement practice and research have been apart for too long. This book is the first major attempt, by leading writers and practitioners in these fields, to bring the areas together in a coherent way. Existing knowledge about the characteristics of `good' schools is outlined, together with the knowledge base about how to `make schools good schools'. The book also makes an entirely original contribution to re-thinking practice in school improvement that can revolutionise our thinking in the late 1990s, and which can be of use to academics, to policymakers and to the practitioners which much existing work has neglected.
Making Good Schools
Robert Bollen; Bert P.M. Creemers; David Hopkins; Nijs Lagerweij; David Reynolds; Louise Stoll
Routledge
1996
nidottu
The disciplines of school effectiveness research and school improvement practice and research have been apart for too long. This book is the first major attempt, by leading writers and practitioners in these fields, to bring the areas together in a coherent way. Existing knowledge about the characteristics of `good' schools is outlined, together with the knowledge base about how to `make schools good schools'. The book also makes an entirely original contribution to re-thinking practice in school improvement that can revolutionise our thinking in the late 1990s, and which can be of use to academics, to policymakers and to the practitioners which much existing work has neglected.
Developmental Planning for School Improvement
David Hopkins
Continuum International Publishing Group Ltd.
1995
nidottu
This text represents the experiences from six English speaking countries in the field of school development planning. There are chapters discussing staff development, quality reviews and school organization and effectiveness.
The Routledge Anthology of Poets on Poets collects together writings by all the major poetic figures from Chaucer to Yeats demonstrating their vivid responses to each other, ranging from elegiac eulogy to burlesque and satire. The anthology is arranged in two sections. Part One contains poets' writings on the nature, qualities and purpose of poetry Part Two is a chronological collection of poets' writings on their peers, with an individual entry for each poet. Each extract is presented in modernized spelling and punctuation, and is carefully annotated to provide full explanations of unfamiliar phrases and references. The index has been fully revised for this paperback edition. The Routledge Anthology of Poets on Poets will be stimulating and enjoyable for anyone interested in the history of English poetry, but will also be an invaluable collection of primary source material for students and their teachers.
Personal Growth Through Adventure
David Hopkins; Roger Putnam
David Fulton Publishers Ltd
1993
nidottu
First Published in 1994. Hopkins and Putnam hold a questioning and healthily sceptical attitude towards the theory and practice of adventure education, something they claim has received insufficient reflection by practitioners on the nature of the process of adventure education. This title outlines their claims that a clear and simple exposition of principles and, consequently, practice has not been well enough informed. Written to stimulate debate, the critical stance that prompted the authors' way of thinking, and so ultimately the book, has a great deal to do with the pervading attitudes at the Outward Bound schools.