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Learning School, The
A psycho-social approach to school development
S DAVIDOFF, S LAZARUS & N MOOLLA
This updated edition of The Learning School offers educators insights, guidelines and a holistic perspective on how to engage with the development of a school, using a psycho-social approach. It emphasises the importance of teachers having a sense of purpose and belonging in education; that teaching and learning can make a difference; and the crucial role teaching and learning can play as a healing force in society. It stresses that real and lasting change in schools can only happen through the passion and commitment of educators over a sustained period of time.
CONTENTS
• Schools in context
• A framework for understanding and
developing schools
• Understanding school development
• Leadership, management and
governance
• Culture
ABOUT THE AUTHORS
• Identity
• Strategy
• Structures and procedures
• Technical support
• People support and development • Last reflections
978 1 48510 241 0 978 1 48510 459 9 3e 2014
248 PAGES
ZAR R370.00 ZAR R345.00
Sue Davidoff has worked in the field of education and social development for the past 25 years. Sandy Lazarus is currently a professor in the Faculty of Education at the University of the Western Cape (UWC), and a senior specialist scientist in the Safety and Peace Promotion Research Unit (MRC/UNISA). Nadeen Moolla
is an educational psychologist lecturing in the Department of Educational Psychology at the University of the Western Cape (UWC) at the time of writing.
SUITABLE FOR
Principals, teachers, district support practitioners.
Organising Parent Involvement in SA Schools
N VAN WYK & E LEMMER
The more parents are involved in their children’s schooling the better their children’s academic achievements, the more confident their attitudes to schooling and the lower the drop-out rate. These are the outcomes shown by the latest, research worldwide. In addition, parents involved in schools are more likely to increase their interaction with their children at home, are more positive about their ability to help their children and rate teachers more positively. With greater parental involvement, teachers feel less isolated and more motivated in their teaching tasks.
SUITABLE FOR
In-service and pre-service teachers (all phases); principals; district officials.
978 0 70217 745 3 2008
176 PAGES
ZAR R300.00
JUTA EDUCATION AND SOCIAL SCIENCES CATALOGUE | 2018/2019
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