In his latest educational exposé, internationally acclaimed author and scholar, Professor David Hopkins, places established and emerging ideas about effective school and system improvement under scrutiny. Exploding the Myths of School Reform confronts real-world challenges and perspectives from research, policy and practice, and draws on international benchmarking studies to support its objectives and claims. With each of ten chapters addressing a perceptible fallacy - such as the myths that poverty determines performance, that achievement cannot be realised at scale, that innovation and networking always add value and that it is curriculum rather than learning that counts - this groundbreaking manifesto is set to provoke and persuade. Through its carefully structured narrative highlighting areas of universal concern, the book presents a compelling approach to school reform, designed to enhance not only academic performance, but also the potential for students to learn. Teachers, school leaders, directors, policy makers and researchers—educationalists from across the board—will find the instructive frameworks and 'codas' for systemic change at all levels disarmingly simple to understand and apply. The same values and strategies that uphold social equity are shown to also promote quality in teaching, strong system leadership, regional capacity building and whole school design. Replete with explanatory diagrams, Exploding the Myths of School Reform contributes with depth and precision to the contemporary debate about the direction of schools and school systems, the possibilities and issues most likely to be encountered by leaders today and tomorrow, and the means to instigate authentic and lasting reform.

A Teacher's Guide to Classroom Research 5E is a great 'one-stop' guide for trainee or qualified teachers looking to undertake classroom research. Through its friendly, supportive and authoritative approach, A Teacher's Guide to Classroom Research 5E tackles the big issues and questions of education research and offers a clear framework for doing classroom research. The updated fifth edition retains all the features that have made it so popular over the past thirty years - such as a rich range of insightful case studies demonstrating successful classroom research in practice - whilst offering expanded coverage of research methods and techniques. Key features include: How to get started on classroom research The principles and methods of classroom research for professional learning Interpreting and analyzing data Reporting classroom research Linking to teaching and learning Whether you are a trainee teacher undertaking some form of classroom-based research as an essential element of your teacher training course, or a qualified teacher doing research to explore and improve your practice, this classic and seminal text guides and supports you throughout the entire process from initial research idea to final dissemination.

“This closely argued and lively polemic is recommended for all policymakers and practitioners concerned with educational leadership and change” BJET “Thrupp and Willmott have produced a very important book regarding knowledge claims around issues of policy and practice…. I will be recommending my masters and doctoral students to read the book so that as practitioners they may relish the opportunity to engage with issues of knowledge production. Thrupp and Willmott’s book is directly relevant to every day practice in teaching and learning across the educational system, and it should be required reading for all training programmes because it enables trainees to know and understand the knowledge structures that are being used to control their work and identities.”BJES "... will stir a lot of debate and be seminal to debates about the direction of education management for some time to come." Mike Bottery, Hull University "...a genuinely readable and accessible book that critically engages with school management literature." InService Education Journal This important and provocative book is not another 'how to' educational management text. Instead it offers a critical review of the extensive educational management literature itself. The main concern of the authors is that educational management texts do not do enough to encourage school leaders and teachers to challenge social inequality or the market and managerial reforms of the last decade. They demonstrate this problem through detailed analyses of texts in the areas of educational marketing, school improvement, development planning and strategic human resource management, school leadership and school change. For academics and students, Education Management in Managerialist Times offers a critical guide to existing educational management texts and makes a strong case for redefining educational management along more socially and politically informed lines. The book also offers practitioners alternative management strategies intended to contest, rather than support, managerialism, while being realistic about the context within which those who lead and manage schools currently have to work. This controversial new title brings a new insight to the educational management debate.