John MacBeath
Biographic Data
| ID | 6327806 |
|---|---|
| NAME | John MacBeath |
| GIVEN NAMES | John |
| FAMILY NAME | MacBeath |
| SIGNATURE | MACBEATH J |
| AFFILIATIONS | University of Cambridge |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 2 |
Leadership is for learning—a critique of current misconceptions around leadership for learning
Reinventing Schools, Reforming Teaching
What lessons can we learn from the relationship between policy-makers and schools over the life of the ‘New’ Labour and its predecessor Conservative government? What happened to ‘Education, Education, Education’ as it travelled from political vision to classroom practice? What are the lasting legacies of 13 years of a reforming Labour government? And what are the key messages for a coalition government? These are the questions addressed to the ar…
Embedding Learning How to Learn in school policy
Achieving lasting and deep‐seated change in schools through the embedding of a new set of practices with associated values is a familiar goal. This paper draws upon interviews with school coordinators and head teachers participating in the Learning How to Learn Project to explore the nature of embedding and the related challenges for leadership. Conceptions of embedding may be divided broadly into those which refer to structure, often epitomized …
Schools Must Speak for Themselves
This best-selling book illustrates how schools can tell their own story. It draws on ground-breaking work with the National Union of Teachers to demonstrate a practical approach to identifying what makes a good school and the part that pupils, parents and teachers can play in school improvement. Its usefulness for and use by, classroom teachers to evaluate their practice will prove to be its greatest strength in an ever expanding effectiveness li…
How teachers value and practise professional learning
If teachers are to sustain engagement with the challenges involved in promoting Learning How to Learn in classrooms they need to continue learning, and to be supported to do so by their schools. This article addresses the research question, ‘How do teachers value and practise professional learning?’ Data are reported from the ESRC TLRP Learning How to Learn project’s Staff Questionnaire in 2002; 1018 Questionnaire returns were obtained from prima…
How teachers value and practise professional learning
If teachers are to sustain engagement with the challenges involved in promoting Learning How to Learn in classrooms they need to continue learning, and to be supported to do so by their schools. This article addresses the research question, ‘How do teachers value and practise professional learning?’ Data are reported from the ESRC TLRP Learning How to Learn project’s Staff Questionnaire in 2002; 1018 Questionnaire returns were obtained from prima…
Embedding Learning How to Learn in school policy
Achieving lasting and deep‐seated change in schools through the embedding of a new set of practices with associated values is a familiar goal. This paper draws upon interviews with school coordinators and head teachers participating in the Learning How to Learn Project to explore the nature of embedding and the related challenges for leadership. Conceptions of embedding may be divided broadly into those which refer to structure, often epitomized …
Schools Must Speak for Themselves
This best-selling book illustrates how schools can tell their own story. It draws on ground-breaking work with the National Union of Teachers to demonstrate a practical approach to identifying what makes a good school and the part that pupils, parents and teachers can play in school improvement. Its usefulness for and use by, classroom teachers to evaluate their practice will prove to be its greatest strength in an ever expanding effectiveness li…
How teachers value and practise professional learning
If teachers are to sustain engagement with the challenges involved in promoting Learning How to Learn in classrooms they need to continue learning, and to be supported to do so by their schools. This article addresses the research question, ‘How do teachers value and practise professional learning?’ Data are reported from the ESRC TLRP Learning How to Learn project’s Staff Questionnaire in 2002; 1018 Questionnaire returns were obtained from prima…
Embedding Learning How to Learn in school policy
Achieving lasting and deep‐seated change in schools through the embedding of a new set of practices with associated values is a familiar goal. This paper draws upon interviews with school coordinators and head teachers participating in the Learning How to Learn Project to explore the nature of embedding and the related challenges for leadership. Conceptions of embedding may be divided broadly into those which refer to structure, often epitomized …
Reinventing Schools, Reforming Teaching
What lessons can we learn from the relationship between policy-makers and schools over the life of the ‘New’ Labour and its predecessor Conservative government? What happened to ‘Education, Education, Education’ as it travelled from political vision to classroom practice? What are the lasting legacies of 13 years of a reforming Labour government? And what are the key messages for a coalition government? These are the questions addressed to the ar…
Leadership is for learning—a critique of current misconceptions around leadership for learning
Psychology (4 works) · Mathematics education (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Computer Science (2 works) · Educational Assessment and Improvement (2 works) · Educational change (2 works) · Educator Training and Historical Pedagogy (2 works) · Great britain (2 works) · Pedagogy (2 works)