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003    OCoLC 
005    20160518074814.1 
006    m     o  d         
007    cr cn||||||||| 
008    990628s2000    enk     ob    001 0 eng d 
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020    0203979117|q(electronic bk.) 
020    9780203979112|q(electronic bk.) 
035    (OCoLC)232161337|z(OCoLC)60841790|z(OCoLC)252971428
       |z(OCoLC)456021565|z(OCoLC)488719084|z(OCoLC)559410168
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040    IOD|beng|epn|erda|cIOD|dOCLCG|dOCLCQ|dN$T|dYDXCP|dMT4IT
       |dOCLCQ|dMERUC|dCCO|dE7B|dDKDLA|dQE2|dIDEBK|dOCLCQ|dOCLCF
       |dTYFRS|dOCLCQ|dEBLCP|dOCLCQ 
043    e-uk--- 
049    GTKE 
050  4 LB1775.4.G7|bF35 2000eb 
082 04 371.14/4/0941|221 
245 00 Failing teachers? /|cE.C. Wragg [and others]. 
264  1 London ;|aNew York :|bRoutledge,|c2000. 
300    1 online resource (x, 239 pages) 
336    text|btxt|2rdacontent 
337    computer|bc|2rdamedia 
338    online resource|bcr|2rdacarrier 
504    Includes bibliographical references (pages 231-233) and 
       index. 
505 0  Book Cover; Half-Title; Title; Copyright; Contents; List 
       of tables; Preface; Acknowledgements; Chapter 1 The need 
       for skilful teaching; WHAT IS PROFESSIONAL 'COMPETENCE'?; 
       Identifying and defining competence and incompetence in 
       teaching; THE NEED FOR SKILFUL TEACHING; THE TEACHING 
       COMPETENCE PROJECT; Head teachers; Teacher unions; Local 
       Education Authorities (LEAs); Chairs of school governing 
       bodies; Teachers; Parents; Pupils; Chapter 2 Professional 
       incompetence; COMPARISONS WITH OTHER PROFESSIONS AND 
       ORGANISATIONS; Barristers; Solicitors; Doctors; Nurses, 
       midwives and health visitors. 
505 8  Local Authority employeesCommercial organisations; POLICY 
       AND PRACTICE IN THE OTHER COUNTRIES; Some European 
       practice; The United States; RESEARCH INTO INCOMPETENCE; 
       Identifying incompetence; Dealing with incompetence; 
       Chapter 3 The views and experiences of head teachers; THE 
       PRELIMINARY INTERVIEW STUDY; THE NATIONAL SURVEY OF HEAD 
       TEACHERS; Heads' definitions and identification of 
       incompetence; Types of case encountered by heads; How did 
       the teacher react to the allegation of incompetence?; What
       help or support was made available?; Who else became 
       involved?; How long did the process last? 
505 8  Were predetermined procedures followed?Why did some 
       teachers not improve, while others did?; What approaches 
       appeared to work well?; The outcomes of the cases; How can
       the process be improved?; What were the constraints?; What
       would have helped?; General observations; SUMMARY; Chapter
       4 Teachers alleged to be incompetent; SAMPLE; Sample 
       details; TEACHERS' ACCOUNTS OF EVENTS; Definitions and 
       identification of incompetence; Notification of problem 
       with performance; Areas of performance regarded as 
       unsatisfactory; Teacher's receptiveness to support and 
       advice; Procedural issues; Time scales. 
505 8  Accounts of other parties' involvement in the 
       eventsOutcomes; TEACHERS' REFLECTIONS ON EVENTS; What 
       might teachers have done differently?; Successful 
       practice; Constraints on teachers' actions and response to
       the allegation; General comments made by teachers; FOUR 
       CASE STUDIES; Mrs Baker; Miss Stanhope; Mr Davis; Mr 
       Peters; SUMMARY; Chapter 5 The role of professional 
       colleagues; WORKING ALONGSIDE AN INCOMPETENT COLLEAGUE; 
       Perceived areas of weakness; How respondents became aware 
       of a colleague's problems; Confronting the problem; Action
       reportedly taken by schools. 
505 8  Outcomes of the cases describedEffects of under-performing
       teachers on other staff; What should have been done 
       differently?; Time scales; Selection and monitoring; Lack 
       of tolerance?; SUMMARY; Chapter 6 Union officers; 
       DEFINITIONS AND EXPERIENCES OF INCOMPETENCE; Definitions; 
       Types of case encountered by union officers; What triggers
       an incompetence case?; Outcomes of incompetence cases; 
       What factors are important in cases where teachers 
       actually improve?; Procedures; The role of the teacher 
       associations in incompetence cases; Union officers' 
       responses to shortening the time scale; SUMMARY. 
520    First published in 1999. Routledge is an imprint of Taylor
       and Francis, an informa company. 
588 0  Print version record. 
650  0 Teacher effectiveness|zGreat Britain|vCase studies. 
650  7 EDUCATION|xEvaluation.|2bisacsh 
650  7 STUDY AIDS|xNTE (National Teacher Examinations)|2bisacsh 
650  7 Teacher effectiveness.|2fast|0(OCoLC)fst01144210 
651  7 Great Britain.|2fast|0(OCoLC)fst01204623 
655  7 Case studies.|2fast|0(OCoLC)fst01423765 
700 1  Wragg, E. C.|q(Edward Conrad) 
776 08 |iPrint version:|tFailing teachers?.|dLondon ; New York : 
       Routledge, 2000|w(DLC)   99037818 
914    ocn232161337 
994    93|bGTK