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Book Categories |
| Foreword | ||
| Acknowledgements | ||
| Introduction | ||
| Accreditation of pupil achievement: balancing relevance and cohesiveness | 1 | |
| Assessment and its uses | 6 | |
| Attendance: how it can be improved | 10 | |
| Benchmarking: comparing like with like? | 15 | |
| Careers education and guidance and work preparation | 19 | |
| Child protection: systems and understanding | 24 | |
| Curriculum developments: balancing cohesiveness and flexibility | 29 | |
| Discipline: improving and maintaining it | 34 | |
| Failing schools: lessons to be learned | 39 | |
| Information and communications technology: keeping ahead | 44 | |
| Leadership and management: its impact in the classroom | 49 | |
| Media relationships | 55 | |
| Moral values, school ethos and pupil attitudes | 59 | |
| National and local responsibilities: a new balance | 64 | |
| Partnerships: governors, parents and the community | 72 | |
| Personal, social and health education: a communal approach | 78 | |
| Professional development: towards a systematic approach | 83 | |
| Pupil differences: gender and ethnicity | 89 | |
| Quality approaches and project management | 94 | |
| Resources and their best use | 99 | |
| School improvement plans: optimising their effect | 104 | |
| Special educational needs: some recent trends | 110 | |
| Standards and effectiveness | 116 | |
| Target setting: behind the jargon | 121 | |
| Thinking skills and research skills | 126 | |
| Transition from primary to secondary school: securing successful transfer | 131 | |
| Value added: support or illumination? | 135 | |
| Very able pupils: improving their attainment and contribution to the school | 139 | |
| Glossary (selective) | 144 | |
| Bibliography | 147 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Brian Fitzpatrick
reviewed Key Issues For Secondary Schools on November 22, 2013
Key Issues For Secondary Schools
This book is a good primer for all the basic teaching methods used nowadays. One valuable (and thoroughly produced) part was the section on effective questioning strategies. One could teach a whole unit on helping students learn how to ask the right questions. Most of the time though, the book doesn't go far beyond basic, common pedagogy, and some of the claims rest on weak examples of application(the bane of most professional development literature and presenters). For example, one of the core tenants is to "entice" the students at the beginning of class, but the best strategies offered to do this are cliches like 'make predictions about the passage based on these key words.' I'd recommend this book for new teachers only.
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