Published by Routledge, 1996
ISBN 10: 0415130239 ISBN 13: 9780415130233
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Published by Taylor and Francis Ltd (Sales), 1996
ISBN 10: 0415130239 ISBN 13: 9780415130233
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HRD. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.
Published by Routledge, 1996
ISBN 10: 0415130239 ISBN 13: 9780415130233
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Published by Taylor & Francis Ltd, 1996
ISBN 10: 0415130239 ISBN 13: 9780415130233
Seller: THE SAINT BOOKSTORE, Southport, United Kingdom
Hardback. Condition: New. New copy - Usually dispatched within 4 working days.
Published by Routledge, 1996
ISBN 10: 0415130239 ISBN 13: 9780415130233
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Published by Taylor and Francis Ltd (Sales), 1996
ISBN 10: 0415130239 ISBN 13: 9780415130233
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Published by Routledge, 1996
ISBN 10: 0415130239 ISBN 13: 9780415130233
Seller: Revaluation Books, Exeter, United Kingdom
Hardcover. Condition: Brand New. 1st edition. 168 pages. 9.00x6.00x0.75 inches. In Stock. This item is printed on demand.
Published by Taylor & Francis, 1996
ISBN 10: 0415130239 ISBN 13: 9780415130233
Seller: moluna, Greven, Germany
Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. In 2002 David Hopkins was appointed Head of the Government s Standards and Effectiveness Unit at the DfES, taking over from Michael Barber. In the same year, David Reynolds was awarded a CBE for his work for the Numeracy Task Force.The disciplines of.
Published by Routledge, 1996
ISBN 10: 0415130239 ISBN 13: 9780415130233
Seller: Revaluation Books, Exeter, United Kingdom
Hardcover. Condition: Brand New. 1st edition. 168 pages. 9.00x6.00x0.75 inches. In Stock.
Published by Routledge 1996-10-24, 1996
ISBN 10: 0415130239 ISBN 13: 9780415130233
Seller: Chiron Media, Wallingford, United Kingdom
Hardcover. Condition: New.
Published by Taylor & Francis Ltd (Sales) Okt 1996, 1996
ISBN 10: 0415130239 ISBN 13: 9780415130233
Seller: AHA-BUCH GmbH, Einbeck, Germany
Buch. Condition: Neu. Neuware - The disciplines of school effectiveness research and school improvement practice and research have been apart for too long. This book is the first major attempt, by leading writers and practitioners in these fields, to bring the areas together in a coherent way. Existing knowledge about the characteristics of good' schools is outlined, together with the knowledge base about how to make schools good schools'. The book also makes an entirely original contribution to re-thinking practice in school improvement that can revolutionise our thinking in the late 1990s, and which can be of use to academics, to policymakers and to the practitioners which much existing work has neglected.