Failing Teachers?

R.P. Chamberlin, G.S. Haynes, E.C. Wragg , Prof E C Wragg (formerly University of Exeter, UK)

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English

Routledge
02 December 1999

Teacher assessment

This book describes research undertaken during the Teaching Competence project, a two-year research project which looked at five main areas surrounding this subject.

By: R.P. Chamberlin, G.S. Haynes, E.C. Wragg, Prof E C Wragg (formerly University of Exeter, UK), Prof E C Wragg (formerly University of Exeter, UK)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 229mm, Width: 152mm, Spine: 18mm
Weight: 566g
ISBN: 9780415220217
ISBN 10: 0415220211
Pages: 256
Publication Date: 02 December 1999
Audience: Professional and scholarly , Undergraduate
Format: Hardback
Publisher's Status: Active

1.The need for skilful teaching 2.Professional incompetence 3.The views and experiences of head teachers 4.Teachers alleged to be incompetent 5.The role of professional colleagues 6.Union officers 7.Local education authority officers 8.Chairs of school governors 9.The views and experiences of parents 10.The views and experiences of pupils 11.Implications and consequences

Professor Ted Wragg is Director of the School of Education at Exeter University where Gill Haynes, Caroline Wragg and Rosemary Chamberlin are all Research Fellows. They have between them a wealth of practical experience and are internationally recognized researchers in the field of education.

Reviews for Failing Teachers?

'... this fascinating book ... is rich material for an in-depth report on a sensitive but important professional topic on which there is little hard evidence.' - The Times Educational Supplement '... this is a carefully and analytically presented study of a most sensitive issue.' - Education Review 'This is a well crafted book to be recommended to implementers of policy and practice in schools and LEAs as much as to researchers interested in developing effective teaching and improving learning opportunities for pupils.' - Hugh Busher, British Journal of Educational Studies