Background
Grace, Gerald Rupert was born on July 13, 1936 in High Wycombe, Buckingham, United Kingdom. Son of Leslie Rupert and Emma Louise Grace.
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book
School Leadership: Beyond Education Management
(This text provides a study of the education policy schola...)
This text provides a study of the education policy scholarship of leadership. It examines the ways in which concepts of educational leadership and management have evolved historically and culturally, reviewing contemporary debates about the nature of school leadership.; The question of what school leadership could and should be is at the centre of political, ideological and educational debate in many societies. These debates involve cultural conservatives, New Right marketeers, democrats and community educators, feminists and critical theorists as well as school governors, headteachers and teachers, parents, community members and school students.; These debates are reviewed and the theoretical context is illuminated by fieldwork accounts derived from the research participation of 88 headteachers working in English schools, both primary and secondary. Such accounts provide an insight into the challenges of contemporary school leadership as headteachers face new power relationships, new curriculum responsibilities and management and marketing cultures which generate moral, ethical and professional dilemmas for many of them.
http://www.amazon.com/gp/product/0750704152/?tag=2022091-20
Teachers, Ideology and Control (RLE Edu N)
( Teachers of the urban working class, especially in inne...)
Teachers of the urban working class, especially in inner city areas, have always been regarded as strategic agents in processes of social and cultural formation. In the Victorian era, seen as ‘The Teachers of the People’, ‘Pioneers of Civilization’ and ‘Preachers of Culture’, their role in gentling and controlling the urban masses was crucial. They have always been at the centre of confrontation and struggle – in a classroom sense, in a cultural sense and in a socio-political sense. In contemporary inner city schools such confrontation and struggle remain a reality. Teachers, Ideology and Control is one of the first attempts to examine this important social and occupational group by locating contemporary sociological research in an historical framework. As such it will be of interest not only to students of sociology and education (especially urban education) but also to social historians. Its relevance to those who either administer or teach in urban schools will be clear. The author shows the ways in which contemporary inner city schools are caught up in an ideological struggle in education. He explore the nature of constraint and control in urban education with reference to existing constructs of the ‘good teacher’; the demands of the teacher’s work situation and the reality of autonomy. He suggests that, viewed historically, the relative autonomy of teachers has increased as a result largely of socio-political and institutional crises. At the same time however there have been important changes in the modality of social control, changes from more explicit to more implicit features. What it is to be a ‘good teacher’, the effects of day-to-day ‘immersion’ in school life and the ideology of professionalism- -these are all seen to be important constituents of a network of implicit control in contemporary education.
http://www.amazon.com/gp/product/0415751373/?tag=2022091-20
Teachers, Ideology and Control (RLE Edu N)
( Teachers of the urban working class, especially in inne...)
Teachers of the urban working class, especially in inner city areas, have always been regarded as strategic agents in processes of social and cultural formation. In the Victorian era, seen as ‘The Teachers of the People’, ‘Pioneers of Civilization’ and ‘Preachers of Culture’, their role in gentling and controlling the urban masses was crucial. They have always been at the centre of confrontation and struggle – in a classroom sense, in a cultural sense and in a socio-political sense. In contemporary inner city schools such confrontation and struggle remain a reality. Teachers, Ideology and Control is one of the first attempts to examine this important social and occupational group by locating contemporary sociological research in an historical framework. As such it will be of interest not only to students of sociology and education (especially urban education) but also to social historians. Its relevance to those who either administer or teach in urban schools will be clear. The author shows the ways in which contemporary inner city schools are caught up in an ideological struggle in education. He explore the nature of constraint and control in urban education with reference to existing constructs of the ‘good teacher’; the demands of the teacher’s work situation and the reality of autonomy. He suggests that, viewed historically, the relative autonomy of teachers has increased as a result largely of socio-political and institutional crises. At the same time however there have been important changes in the modality of social control, changes from more explicit to more implicit features. What it is to be a ‘good teacher’, the effects of day-to-day ‘immersion’ in school life and the ideology of professionalism- -these are all seen to be important constituents of a network of implicit control in contemporary education.
http://www.amazon.com/gp/product/0415698839/?tag=2022091-20
- Teachers, Ideology and Control: Study in Urban Education (Teachers of the urban working class, especially in inner ...)
- Role Conflict and the Teacher (RLE Edu N) (Gerald Grace here explores the concept of role conflict a...)
- School Leadership: Beyond Education Management (This text provides a study of the education policy schola...)
- Teachers: The Culture and Politics of Work (Open University Set Book)
- School Leadership: Beyond Education Management by Professor Gerald Grace (1995-04-03)
Gerald Rupert Grace
Edit ProfileEducation
Bachelor with honors, University Nottingham, United Kingdom, 1958. Master of Education, University Leicester, United Kingdom, 1970. Doctor of Philosophy, University London, United Kingdom, 1979.
Master of Arts, University Cambridge, United Kingdom, 1982.
Career
Lecturer education St. Paul's Remote Control College Education, Rugby, United Kingdom, 1965-1973. Lecturer education, director urban education University London King's College, 1973-1980. Fellow of Wolfson College University Cambridge, United Kingdom, 1980-1987.
Professor, department head Victoria University Wellington, Wellington, New Zealand, 1987-1989. Professor, head education University Durham, United Kingdom, 1990-1996. Director Center for Research and Development in Catholic Education University London Institute Education, since 1996.
Consultant to teachers unions Post-Primary Teachers Association, New Zealand Educational Institute, Wellington, New Zealand, 1987-1989.
Achievements
Works
book
-
Teachers, Ideology and Control: Study in Urban Education
( Teachers of the urban working class, especially in inne...)
-
Teachers, Ideology and Control (RLE Edu N)
( Teachers of the urban working class, especially in inne...)
-
Teachers, Ideology and Control (RLE Edu N)
( Teachers of the urban working class, especially in inne...)
-
Role Conflict and the Teacher (RLE Edu N)
( Gerald Grace here explores the concept of role conflict...)
-
School Leadership: Beyond Education Management
(This text provides a study of the education policy schola...)
-
School Leadership: Beyond Education Management
(This text provides a study of the education policy schola...)
- Teachers: The Culture and Politics of Work (Open University Set Book)
- School Leadership: Beyond Education Management by Professor Gerald Grace (1995-04-03)
-
Teachers, Ideology and Control: Study in Urban Education
Membership
Member Pax Christi. M C.
Connections
Married June Wright, October 24, 1959. Children: Claire Sheldon, Helena Sheldon, Dominic Paul Sheldon.
