In a political and economic climate in which school performance is made public, performance tables and inspectors' reports can only tell a partial story.
This is a unique book. It tells the story of one school seen through the eyes of a pupil, a parent, a teacher, a headteacher and a critical friend. The story is a compelling journey through the process of school improvement; theories of school effectiveness and school improvement are progressively clarified.
This book is based on a well-known and well-documented research project that represents eighteen European countries, which clearly sets it in a European Policy context. It includes a wealth of practical tools for raising standards for teachers and school managers to refer to, and guidance on how to use them.
This eagerly awaited follow-up to Schools Must Speak for Themselves by John MacBeath (RoutledgeFalmer 1999) is a vital and useful source of good ideas, challenging insights and practical strategies for real schools.
'This book deepens our understanding of the human drama involved in improving schools. MacBeath and his colleagues provide fresh insights, innovative research methods, and lots of practical ideas that raise the practice of self-evaluation to new heights. The examples are expansive, engaging, and even charming. A milestone, this book will be useful to schools accross the globe.' - Thomas J. Sergiovanni, Trinity University, San Antonio, USA
'Teachers everywhere should read this book and act upon it' - Peter Mortimore OBE, Director of the Institute of Education, London on Schools Must Speak for Themselves
TES Book of the Week, 18th May 2001
'Provides one of the best self-evaluation toolkits on the market. It covers the things that matter to pupils, teachers and parents, and its strength lies in its simplicity ... Any school or education authority serious about self-evaluation should get hold of this story of change ...' - Archie McGlynn, Times Educational Supplement