Improving Schools -- Table of Contents (2001, 4 [3])

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Contents: 2001, Volume 4, No. 3 [Index by Author] Other Issues:

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Terry Wrigley: What is the tune, and who is the piper?
Improving Schools 2001 4: 1-2. [PDF]

Reva Klein: Millfields Community School, Hackney
Improving Schools 2001 4: 3-7. [PDF]

Rosa Aronson: When at-risk students defy the odds
Improving Schools 2001 4: 9-22. [PDF] [References]

Paul Clarke: Feeling compromised - the impact on teachers of the performance culture
Improving Schools 2001 4: 23-32. [PDF] [References]

Patrick A. Duignan: The Managed Heart: the price of professional service in contemporary organisations
Improving Schools 2001 4: 33-39. [PDF] [References]

Chris Chapman: Unlocking the potential: inspection as a mechanism for school improvement
Improving Schools 2001 4: 41-50. [PDF] [References]

George Hunt: Democracy or a command curriculum: teaching literacy in England
Improving Schools 2001 4: 51-58. [PDF] [References]

John Eggleston: New Labour, the market and social inclusion
Improving Schools 2001 4: 59-60. [PDF]

Terry Wrigley: Book Reviews : David Hopkins (2001) School Improvement for Real. London: RoutiedgeFalmer. ISBN 0415 230764 222 pages £19.99 Reviewed by Terry Wrigley, University of Edinburgh
Improving Schools 2001 4: 61-62. [PDF]

: Book Reviews : Jeff Jones (2001) Performance Management for School Improvement: A Practical Guide for Secondary Schools. David Fulton ISBN 185346 7693 85 pages £18 Sara Bubb and Pauline Hoare (2001) Performance Management: Monitoring Teaching in the Primary School. David Fulton ISBN 185346 7405 128 pages £16 Reviewed by Paul Clarke, Leeds Metropolitan University
Improving Schools 2001 4: 62-63. [PDF]

: Book Reviews : John MacBeath/Peter Mortimore eds (2000) Improving School Effectiveness Buckingham: Open University Press ISBN 0335 206875 224 pages £17.99 Reviewed by Danny Murphy, University of Edinburgh
Improving Schools 2001 4: 63-64. [PDF]

: Book Reviews : Belle Wallace ed (2001) Teaching Thinking Skills Across the Primary Curriculum. London: NACE/Fulton. ISBN 1853 467669 128 pages £16 Reviewed by Frank McNeil, London Institute of Education
Improving Schools 2001 4: 64-65. [PDF]

: Book Reviews : Pat Mahony and Ian Hextall (2000) Reconstructing Teaching. London: RoutledgeFalmer. ISBN 0415 230977 192pp £16.99 Reviewed by Terry Wrigley, University of Edinburgh
Improving Schools 2001 4: 65-66. [PDF]

: Book reviews : Christine Macintyre (2000) The Art of Action Research in the Classroom David Fulton Publishers ISBN 185346 7014 113pages £11 Reviewed by Donald Christie, University of Strathclyde
Improving Schools 2001 4: 67. [PDF]

: Book reviews : Crispin Jones and Catherine Wallace eds (2001) Making EMAG Work. Trentham Books ISBN 1 85856 230 9 154 pages £14.95 Reviewed by Helen Abji, Luton LEA
Improving Schools 2001 4: 68-70. [PDF]

: Book reviews : Paul Gardner (2001) Teaching and Learning in Multicultural Classrooms. London: Fulton ISBN 185346 7103 112 pages £14 Reviewed by Steve Cooke, Leicester LEA
Improving Schools 2001 4: 70-71. [PDF]

: Book Reviews : Refugee Council/Save the Children (2001) In Safe Hands. A Resource and Training Pack to Support Work with Young Refugee Children. Save the Children ISBN 1 84187 039 0 Price £20.00 Reviewed by Andy Hancock, University of Edinburgh
Improving Schools 2001 4: 71-72. [PDF]

: Book Reviews : Chris Searle (2001) An Exclusive Education: Race, Class and Exclusion in British Schools. London: Lawrence and Wishart ISBN 085315 9327 192pp £14.99 Gary Thomas and Andrew Loxley (2001) Deconstructing Special Education and Constructing Inclusion. Buckingham : Open University Press ISBN 0335 204481 160pp £15.99 Reviewed by Fernando Almeida Diniz, University of Edinburgh
Improving Schools 2001 4: 72-75. [PDF]

: Book reviews : Anthony Haynes (2001) Writing Successful Textbooks. London: A & C Black ISBN 07136 57340 £9.99 Reviewed by John Eggleston, University of Warwick
Improving Schools 2001 4: 76. [PDF]

: Book Reviews : Peter Silcock: New Progressivism. London: Falmer. ISBN 07507 0968 5 173 pages £16.99 Reviewed by Don Skinner, University of Edinburgh
Improving Schools 2001 4: 76-78. [PDF]

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