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Pamela Lomax Schools and Teaching English

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by Pamela Lomax

Author:	Pamela Lomax
Subcategory:	Schools & Teaching
Language:	English
Publisher:	Multilingual Matters Ltd (August 1, 1989)
Pages:	184 pages
Category:	Teaching and Education
Rating:	4.6
Other formats:	mobi lrf azw lrf

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book by Pamela Lomax

The Management of Change book The Management of Change: Increasing School Effectiveness and Facilitating Staff Development Through Action.

The Management of Change book. Details (if other): Cancel. Thanks for telling us about the problem. 1853590606 (ISBN13: 9781853590603).

The Management of Change. Published August 1989 by Multilingual Matters.

A member of the staff development unit facilitated it. Based. The changing context of Higher Education in South Africa provided us as a distance, open and flexible learning institution with a great challenge.

Buckingham, UK: Open University Press. Clevedon, Avon, England: Multilingual Matters

Buckingham, UK: Open University Press. European Union DGXII (1995) Teaching and Learning - Towards the Learning Society. European Union White Paper on Education and Training: ( ). Fletcher, S. (2000) Mentoring in Schools: A Handbook of Good Practice, London; Taylor and Francis. Harri-Augstein, E. & Thomas, L. (1991). Clevedon, Avon, England: Multilingual Matters. The psychology of personal constructs, Volumes 1 & 2. New York: Norton. Lee, V. & Coombs, S. (2004).

Through many exercises, she guides the reader through introspection and action. Thus, she not only conceptually ties mentoring to adult education, but she actually writes in a manner according to the principles of adult education. Consequently, she challenges the prevailing myths of mentoring, and proposes a model of mentoring where both mentor and mentee are fully engaged and learning from one another.

This book celebrates the teacher-researcher. It is about the way in which teachers can use action research to improve their own practices of managing schools and classrooms. Its message is political: through action research teachers can emancipate themselves from being mere implementers of others' policies and can themselves become the change agents for school improvement; but its style is pragmatic: the step-by-step guides to doing action research can be followed easily by teachers who wish to engage in the process. Traditional research has often been alienating for teachers, like the books and journals that house it. What teachers have to say has been relegated to publications about classroom practice, its implications for research and theory being discounted. Although the teacher-innovator is not a new phenomenon, research published by teachers is. This book reverses that trend because it is written by teachers who are describing their own practices. The book also celebrates collaboration as the way to bring about effective change. The action researcher works with colleagues at school, with teachers from other schools and with the support offered by LEAs and colleges. This collection of accounts from different educational perspectives contains useful indications of how the professional development of teachers can be managed within the present resourcing arrangements so that school, LEA and college all have a part to play.

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