′An ideal text for challenging the thinking of those studying for NPQH… The conclusion by the authors suggests nine major points to consider if improvement for schools in extremely challenging circumstances is to happen and be sustained. These ′nine lesson for policy makers′ are very frank and pertinent points, let′s hope at least some of our policy makers read them!′ - ESCalate′Rarely does a book on education reform capture both the big and the small picture with such brilliant cl...

Examining a decade of research and practice, this book makes the case for a radical reappraisal of leadership, learning, and their interrelationship in educational policy. Discussing whether policy direction is progressively constraining the professionalism and initiative of teachers and school leaders, it challenges conventional understanding and argues the case for thinking differently about the way to lead learning.Based on the Leadership for Learning (LfL) Project, the book cla...

Learning how to learn is an essential preparation for lifelong learning. Whilst this is widely acknowledged by teachers, they have lacked a rich professional knowledge base from which they can teach their pupils how to learn.This book makes a major contribution to the creation of such a professional knowledge base for teachers by building on previous work associated with ‘formative assessment’ or ‘assessment for learning’ which has a strong evidence base, and is now being promoted ...

This collection presents educational assessment research from Latin America, adding to a relatively small but growing body of research considering educational assessment and evaluation issues in this large region. The predominance of Chile reflects its early highly centralized education system, and the fact that it adopted national testing before other Latin American countries. It was also an early participant in international assessment programmes. Other countries have followed the trend ...

This book brings together a collection of inquiries into the connections between educational leadership, understood as an activity that can be performed by both educators and students, and professional learning, understood as an activity undertaken by educators to improve teaching and learning within educational settings. The book is framed by two reviews of the academic literature, which together provide a broad overview of the published literature as well as a more targeted look at where...

Assessment is inextricably linked with learning and teaching, and its profile in British schools has never been higher. Recently the value and importance of formative assessment in supporting learning and teaching has also become widely recognised.Although assessment is a prime concern of anyone involved in education it remains a highly complex field where much controversy and misunderstanding abounds.This book explores the values, principles, research and theories that und...

Interest in and knowledge of leadership and learning, separately and together, is an international and continuing phenomenon. This book adds to a somewhat under-researched aspect of the field. It focuses both on a particular form of leadership – teacher leadership, and on a particular form of learning – professional development. It considers the connection between teacher leadership and professional development and the first chapter relates this connection to a ‘Leadership for Learning’ co...

Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with ‘formative assessment’ or ‘assessment for learning’. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment...