Coverart for item
The Resource Flip The System UK : A Teacher's Manifesto, edited by Lucy Rycroft-Smith and JL Dutaut

Flip The System UK : A Teacher's Manifesto, edited by Lucy Rycroft-Smith and JL Dutaut

Label
Flip The System UK : A Teacher's Manifesto
Title
Flip The System UK
Title remainder
A Teacher's Manifesto
Statement of responsibility
edited by Lucy Rycroft-Smith and JL Dutaut
Contributor
Subject
Language
eng
Summary
"How did we let teacher burn-out happen, and what can we do about it--before it's too late? This brave and disruptive book accurately defines the problems of low teacher morale and offers systemic, future-proof and realistic solutions to bringing hope, energy and joy back to the profession. The simple answer is staring us in the face: increase teacher agency. Our rallying cry: our profession needs a return to values of humanity, pride, and professionalism.From research literacy to a collective voice, better CPD to smarter accountability, contributors to this book demonstrate the huge scope for increased teacher influence at every level of the education sector. Education voices including Sam Twiselton, Alison Peacock, David Weston and Andy Hargreaves, supported by a broad range of academics and policy makers, vouch for increased teacher agency and stronger, more powerful networks as a means of improving practice, combatting teacher disillusionment, and radically improving UK education. This text offers an exciting and hopeful perspective on education; urging teachers to work together to 'flip the system', and challenging policy makers to help or get out of the way."--Provided by publisher
Dewey number
371.10019
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
dictionaries
http://library.link/vocab/relatedWorkOrContributorName
  • Dutaut, Jean-Louis,
  • Rycroft-Smith, Lucy,
http://library.link/vocab/subjectName
  • Burn out (Psychology)
  • Teachers
  • Teaching
Label
Flip The System UK : A Teacher's Manifesto, edited by Lucy Rycroft-Smith and JL Dutaut
Instantiates
Publication
Contents
  • chapter 4 From data rich to data smart: Empowering teaching, not monitoring teachers
  • DAVID WESTON
  • chapter 5 Breaking free of the machine: Lessons from Wales
  • DAVID WILLIAMS
  • chapter 6 Shedding our inhibitions: From external to internal accountability
  • ZEBA CLARKE
  • chapter 7 Practitioner-led research: Towards professional autonomy
  • JULIE SMITH
  • chapter PART II The teachers’ manifesto: collective agency
  • chapter Institutionalising solidarity
  • Chapter PART I The teachers’ manifesto: cognitive agency
  • chapter 8 Measuring what matters: The relational foundations of school systems
  • ROBERT LOE
  • chapter 9 Walking with dinosaurs
  • JEREMY PATTLE
  • chapter 10 Complex needn’t be complicated
  • DEBRA KIDD
  • chapter 11 A manifesto for control: Democracy, scholarship, activism and solidarity
  • STEVEN WATSON
  • chapter 12 CPD: Education’s Achilles’ heel
  • ROSS MORRISON MCGILL
  • chapter Demand cognitive agency
  • chapter 13 Accountability and agency in a Scottish school
  • GEORGE GILCHRIST
  • chapter 14 Flip the system? Get organised!
  • HOWARD STEVENSON
  • chapter 15 The Chartered College of Teaching: Professional learning without limits
  • ALISON PEACOCK
  • chapter PART III The teachers’ manifesto: ethical agency
  • chapter The philosophy of action
  • chapter 16 Professional resilience and wellbeing
  • D’REEN STRUTHERS
  • chapter 1 There are no ninjas: Why the research revolution might rescue teaching
  • chapter 17 Lesson study: An approach to claiming slow time for professional growth
  • PHIL WOOD
  • chapter 18 Only connect: Resisting the winds of change
  • RAE SNAPE
  • chapter 19 Inclusion and teachers’ beliefs in their efficacy
  • SIMON GIBBS
  • chapter 20 Empowering teachers to empower young people to live for the common good
  • ROSS HALL
  • chapter 21 Making a difference: The view from a PRU
  • JACKIE WARD
  • TOM BENNETT
  • chapter 22 The progressive traditionalism of special education
  • SIMON KNIGHT
  • chapter 23 The HertsCam network: Supporting non-positional teacher leadifership
  • DAVID FROST
  • chapter PART IV The teachers’ manifesto: political agency
  • chapter Accountability without limits
  • chapter 24 Time for a flipping change
  • ANDY HARGREAVES
  • chapter 25 The only way is long-term
  • DARREN MACEY
  • chapter 2 Beyond the policy VAKuum: An educational journey
  • chapter 26 A Northern Irish perspective
  • GARY FARRELL
  • chapter 27 How education policy-makers make mistakes
  • JULIAN CRITCHLEY
  • chapter 28 Contrasting experiences of marginalisation and empowerment
  • TONY GALLAGHER
  • chapter 29 A system with synergy: Bringing together all that is good in our system
  • GARETH ALCOTT
  • chapter 30 Towards a teacher-focused system: Lessons from the Carter Review of ITE
  • SAM TWISELTON
  • PETER FORD
  • chapter PART V The teachers’ manifesto: global agency
  • chapter Connect
  • chapter 31 Systems matter: The future of the teaching profession
  • JELMER EVERS
  • chapter 32 The unintended outcomes of PISA
  • ALMA HARRIS
  • chapter 33 Teachers sans frontières
  • NATALIE SCOTT
  • chapter 34 Flipping the system: A perspective from down undifer
  • DEBORAH M. NETOLICKY
  • chapter 3 Experts in learning
  • chapter 35 Flipping Sweden
  • PER KORNHALL
  • chapter 36 Creating conditions for system-wide innovation: humanising innovation in schools
  • JOE HALLGARTEN
  • chapter 37 Someone to discuss with ...
  • SARA HJELM
  • chapter List of contributors
  • JONATHAN FIRTH
Control code
on1048763208
Edition
First edition
Extent
1 online resource (xviii, 280 pages)
Form of item
online
Isbn
9781315445175
Note
Taylor & Francis
Other control number
10.4324/9781315445205
Other physical details
illustrations, text file, PDF
Specific material designation
remote
System control number
(OCoLC)1048763208
Label
Flip The System UK : A Teacher's Manifesto, edited by Lucy Rycroft-Smith and JL Dutaut
Publication
Contents
  • chapter 4 From data rich to data smart: Empowering teaching, not monitoring teachers
  • DAVID WESTON
  • chapter 5 Breaking free of the machine: Lessons from Wales
  • DAVID WILLIAMS
  • chapter 6 Shedding our inhibitions: From external to internal accountability
  • ZEBA CLARKE
  • chapter 7 Practitioner-led research: Towards professional autonomy
  • JULIE SMITH
  • chapter PART II The teachers’ manifesto: collective agency
  • chapter Institutionalising solidarity
  • Chapter PART I The teachers’ manifesto: cognitive agency
  • chapter 8 Measuring what matters: The relational foundations of school systems
  • ROBERT LOE
  • chapter 9 Walking with dinosaurs
  • JEREMY PATTLE
  • chapter 10 Complex needn’t be complicated
  • DEBRA KIDD
  • chapter 11 A manifesto for control: Democracy, scholarship, activism and solidarity
  • STEVEN WATSON
  • chapter 12 CPD: Education’s Achilles’ heel
  • ROSS MORRISON MCGILL
  • chapter Demand cognitive agency
  • chapter 13 Accountability and agency in a Scottish school
  • GEORGE GILCHRIST
  • chapter 14 Flip the system? Get organised!
  • HOWARD STEVENSON
  • chapter 15 The Chartered College of Teaching: Professional learning without limits
  • ALISON PEACOCK
  • chapter PART III The teachers’ manifesto: ethical agency
  • chapter The philosophy of action
  • chapter 16 Professional resilience and wellbeing
  • D’REEN STRUTHERS
  • chapter 1 There are no ninjas: Why the research revolution might rescue teaching
  • chapter 17 Lesson study: An approach to claiming slow time for professional growth
  • PHIL WOOD
  • chapter 18 Only connect: Resisting the winds of change
  • RAE SNAPE
  • chapter 19 Inclusion and teachers’ beliefs in their efficacy
  • SIMON GIBBS
  • chapter 20 Empowering teachers to empower young people to live for the common good
  • ROSS HALL
  • chapter 21 Making a difference: The view from a PRU
  • JACKIE WARD
  • TOM BENNETT
  • chapter 22 The progressive traditionalism of special education
  • SIMON KNIGHT
  • chapter 23 The HertsCam network: Supporting non-positional teacher leadifership
  • DAVID FROST
  • chapter PART IV The teachers’ manifesto: political agency
  • chapter Accountability without limits
  • chapter 24 Time for a flipping change
  • ANDY HARGREAVES
  • chapter 25 The only way is long-term
  • DARREN MACEY
  • chapter 2 Beyond the policy VAKuum: An educational journey
  • chapter 26 A Northern Irish perspective
  • GARY FARRELL
  • chapter 27 How education policy-makers make mistakes
  • JULIAN CRITCHLEY
  • chapter 28 Contrasting experiences of marginalisation and empowerment
  • TONY GALLAGHER
  • chapter 29 A system with synergy: Bringing together all that is good in our system
  • GARETH ALCOTT
  • chapter 30 Towards a teacher-focused system: Lessons from the Carter Review of ITE
  • SAM TWISELTON
  • PETER FORD
  • chapter PART V The teachers’ manifesto: global agency
  • chapter Connect
  • chapter 31 Systems matter: The future of the teaching profession
  • JELMER EVERS
  • chapter 32 The unintended outcomes of PISA
  • ALMA HARRIS
  • chapter 33 Teachers sans frontières
  • NATALIE SCOTT
  • chapter 34 Flipping the system: A perspective from down undifer
  • DEBORAH M. NETOLICKY
  • chapter 3 Experts in learning
  • chapter 35 Flipping Sweden
  • PER KORNHALL
  • chapter 36 Creating conditions for system-wide innovation: humanising innovation in schools
  • JOE HALLGARTEN
  • chapter 37 Someone to discuss with ...
  • SARA HJELM
  • chapter List of contributors
  • JONATHAN FIRTH
Control code
on1048763208
Edition
First edition
Extent
1 online resource (xviii, 280 pages)
Form of item
online
Isbn
9781315445175
Note
Taylor & Francis
Other control number
10.4324/9781315445205
Other physical details
illustrations, text file, PDF
Specific material designation
remote
System control number
(OCoLC)1048763208

Library Locations

    • InternetBorrow it
      Albany, Auckland, 0632, NZ
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