Book of the week Times Educational Supplement
'Chitty is remindng us of a fundamental question. Do we want schools to reflect society, or to improve it? Teachers, unlike governments, need to be clear about the answer. Structures matter, as well as standards. Read his book!' - Michael Duffy, TES
'Recognising the pressures of time on teachers in training, key issues, events and documents are presented in an accessible way, with suggested activities, and very select suggestions for further reading.' - Peter Cunningham, Cambridge Journal of Education
Book of the week Times Educational Supplement
'Chitty is remindng us of a fundamental question. Do we want schools to reflect society, or to improve it? Teachers, unlike governments, need to be clear about the answer. Structures matter, as well as standards. Read his book!' - Michael Duffy, TES,
Reviewed alongside Teaching and Learning: pedagogy, curriculum and culture, by Alex Moore
'Avoid being constructed as unreflective and uncritical imbibers of the latest pedagogical quackery. Put the supply-budget to proper use by picking up a copy of these two books and doing your own INSET. You will recover what it means to be seen as a thoughtful, highly-skilled professional with a continuing interest in and concern for the intellectual complexities and demands of the job. You will be given knowledge, a reading-list and useful things to think about and do. You will not be patronised. Both these books take teachers and teaching seriously. They serve to remind us genuinely, without flattery, glibness or show, of the complexity, importance, difficulty and value of what we do, and they will help us do it in a more fully informed, knowledgeable way. In short they will help us do it better read these books and talk the rest of the staff into reading them.' - Patrick Yarker, Forum
'Recognising the pressures of time on teachers in training, key issues, events and documents are presented in an accessible way, with suggested activities, and very select suggestions for further reading.' - Peter Cunningham, Cambridge Journal of Education
