Authors: Gill Helsby, Helsby
ISBN-13: 9780335199389, ISBN-10: 0335199380
Format: Paperback
Publisher: McGraw-Hill Companies, The
Date Published: January 1999
Edition: (Non-applicable)
Growing political, economic and social uncertainties throughout the world have prompted many governments to 'reform' their national education systems. This book looks at the effects of these reforms and finds that, far from improving education, they have often made it more difficult for teachers to do a good job in the classroom. Drawing upon her own research and other international studies, Gill Helsby argues that many reforms have created constraints and imposed excessive bureaucratic requirements which often diminish both the confidence and the capacity of teachers to perform to the best of their ability. Despite the unfavourable conditions, however, teachers remain key agents in determining the quality of education and a number of positive instances of teachers adapting and developing policy initiatives and reforms to meet student needs are highlighted. The book will be important reading for educational managers, senior teachers, teacher educators, policy makers and researchers.
As part of a series on challenges to education reform, Helsby (Lancaster U., UK) scrutinizes how changing frameworks for teachers' work have impacted what and how they teach, their professional development and patterns of association, as well as school organization, management, and accountability. Though her analysis focuses on a major secondary schools curriculum reform initiative in England and Wales begun in 1983, it has wider resonance as education restructuring parallels a global "new work order." Distributed in the US by Taylor & Francis. Annotation c. Book News, Inc., Portland, OR (booknew.com)
Series editors' preface | ||
Preface and acknowledgements | ||
Abbreviations | ||
1 | Changing discourses for new times | |
2 | Changing teachers' work: structure, culture and agen | |
3 | Changing frameworks, changing systems | |
4 | Changing what teachers teach | |
5 | Changing how teachers teach | |
6 | Changing patterns of association | |
7 | Changing pace of work | |
8 | Changes in accountability | |
9 | Changes in school organization and management | |
10 | Changes in teachers' professional development | |
11 | Conclusions | |
References | ||
Author index | ||
Subject index |