Literaturnachweis - Detailanzeige
| Autor/in | Gann, Nigel |
|---|---|
| Titel | Improving school governance. How better governors make better schools. |
| Quelle | London u.a.: Falmer (1998), X, 192 S. |
| Beigaben | Literaturangaben 200; Register |
| Zusatzinformation | Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 0-7507-0675-9 |
| Schlagwörter | Gemeinschaft; Beziehung; Bildungsmanagement; Eltern; Schule; Schulqualität; Schulaufsicht; Schulentwicklung; Schulleiter; Schulleitung; Schulverwaltung; Leistungsbeurteilung; Rechtsgrundlage; Regierung; Finanzierung; Qualifikation; Qualität; Qualitätssicherung; Personal; England; Großbritannien; Wales |
| Abstract | Chapter 1 deals with how school governors got to be where they are today...There are political, social, cultural and ideological reasons why governors have such an important place in schools today. Chapter 2 shows how the new governing bodies set up in 1988 do their jobs. lt gives an account of each of the 'types' of school governor, with some of the associated problems. lt also considers what governors are for, and the possibility of there being two political views of predominantly lay governing bodies: a conservative or consumerist model, and a radical model. lt concludes with a summary of the strengths that lay governors bring to schools. Chapter 3 ... lays out a strategic model of school governance, and considers in some detail the three key roles: planning, monitoring and evaluating. There are some practical examples and sample procedures which governing bodies may find it useful to adapt. The chapter ends with a list of performance indicators that schools might adopt to help governors and staff answer the critical question, 'How is the school doing?' ... Chapter 4 looks at how individual governors can best contribute. It looks at the 'accountability' of governors; at their formal duties, at how they behave, at the jobs that they do on governing bodies, and at the nature of governing body meetings. lt also considers what rights governors have, and includes an exercise in self-evaluation ... Chapter 5 looks at the crucial relationship between governors and the headteacher - especially at what worries heads about governors, and at what they seem to want from their governing bodies. It als looks at how governing bodies interact with the staff of the school, and include some guidance on key areas. Chapter 6 is about governing bodies and inspection, explaining the background to the Ofsted arrangements, and offering some practical advice on 'sharing the ownership' of the inspection. Chapter 7 considers governing body relationships with local government and, especially, what schools have a right to expect from their local education authority ... Chapter 8 considers the changing role of national government in education, and of the Funding Agency for Schools. Chapter 9 returns to the local context, and considers the sometimes tortured relationships between schools and their communities, especially with their parents ... lt looks at communications with parents, and at the community use of schools, since these are two areas where lay governors are likely to have more knowledge and experience than the professional staff. The book concludes with a very brief exploration of the ends of school governance - improving schools. (DIPF/orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2000_(CD) |
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