First published in 1999, this volume attempts to draw the literature on school effectiveness and teacher effectiveness together in one volume. Its central tenet is that classroom effectiveness is central to school effectiveness and that there is much to be gained from integrating the literature on effective schooling and effective teaching. Issues discussed include departments, classroom communication and teacher expectation, motivation and feedback.
| Acknowledgements |
|
vii | |
|
List of boxes, figures and tables |
|
|
ix | |
| Preface |
|
xi | |
| Foreword |
|
xiii | |
|
|
| Introduction |
|
xv | |
|
Chapter 1 Effective schools |
|
|
1 | (8) |
|
Chapter 2 Characteristics of effective schools |
|
|
9 | (8) |
|
Chapter 3 Effective departments |
|
|
17 | (14) |
|
Chapter 4 Effective teaching |
|
|
31 | (8) |
|
Chapter 5 Models of teaching |
|
|
39 | (14) |
|
Chapter 6 Effective classroom management and effective classroom time |
|
|
53 | (12) |
|
Chapter 7 Effective classroom communication |
|
|
65 | (8) |
|
Chapter 8 Teacher expectation, motivation and feedback |
|
|
73 | (10) |
|
Chapter 9 Effective learning |
|
|
83 | (10) |
|
Chapter 10 Managing effective schools and effective classrooms |
|
|
93 | (4) |
| References |
|
97 | (14) |
| Index |
|
111 | |
Dr. Alma Harris (FRSA) is Professor of Educational Leadership and Policy at the Department of Education, University of Bath. Previously, she held professorial posts at the University of Warwick, University College London and the University of Malaya. She is internationally known for her research and writing on educational leadership and school improvement.
