Overview

Schooling is not just about learning new knowledge and skills, it is about preparing young people to take an active role in society and involves 'educating the whole child'. Equally there is a greater understanding of the rights of children now enshrined in legislation associated with educational provision in may systems. In response to changing curricular imperatives and organisational initiatives, schools have developed structures and approaches that offer care and support for individual students and have strived to develop partnerships with parents and major stakeholders. As society changes and schools have become more complex institutions, the nature of that care and support has taken on new forms and meanings. Priorities have changed and teacher conditions of service and management responsibilities are different. This book traces the developments associated with policy initiatives such as guidance and pastoral care; support for learning; the inclusion agenda; new community schools and personal and social education. The Scottish experience is compared and contrasted with developments in the UK and other educational systems. The book will appeal to all who are concerned with the role played by schools in their wider social context, be they policy makers, school managers, teachers and those seeking to take an active role in social education.

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9781903765234

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Reviews

'It is an exploration of the philosophical background, the historical perspective and development, and a discussion of issues central to the debate on the relationship between education and society. The book complements other titles in the series and raises important questions in a lucid and well-argued way. The book is written with a focus on schools and teachers, and brings the debate firmly to the present day, with the Rose Report in England and the Curriculum for Excellence in Scotland. This excellent and thought-provoking book packs a lot of information and raises a great many important questions between its slim covers. Written for practising teachers undertaking professional development, teachers in training, education policy makers and school managers, it more than fulfils its remit. It should have a place on the bookshelf of all involved in the education and the welfare of young people, should they wish to be informed in this important debate.' Support for Learning

'It is an exploration of the philosophical background, the historical perspective and development, and a discussion of issues central to the debate on the relationship between education and society. The book complements other titles in the series and raises important questions in a lucid and well-argued way. The book is written with a focus on schools and teachers, and brings the debate firmly to the present day, with the Rose Report in England and the Curriculum for Excellence in Scotland. This excellent and thought-provoking book packs a lot of information and raises a great many important questions between its slim covers. Written for practising teachers undertaking professional development, teachers in training, education policy makers and school managers, it more than fulfils its remit. It should have a place on the bookshelf of all involved in the education and the welfare of young people, should they wish to be informed in this important debate.' Support for Learning - -

'It is an exploration of the philosophical background, the historical perspective and development, and a discussion of issues central to the debate on the relationship between education and society. The book complements other titles in the series and raises important questions in a lucid and well-argued way. The book is written with a focus on schools and teachers, and brings the debate firmly to the present day, with the Rose Report in England and the Curriculum for Excellence in Scotland. This excellent and thought-provoking book packs a lot of information and raises a great many important questions between its slim covers. Written for practising teachers undertaking professional development, teachers in training, education policy makers and school managers, it more than fulfils its remit. It should have a place on the bookshelf of all involved in the education and the welfare of young people, should they wish to be informed in this important debate.' Support for Learning

Author Information

Jim O'Brien is Head of the Moray House School of Education and Director of the Centre for Educational Leadership at the University of Edinburgh. Gale Macleod is a lecturer in primary education and SEBD in the school of education at the University of Edinburgh.

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