ERIC Number: ED390958
Record Type: Non-Journal
Publication Date: 1995-Apr
Reference Count: N/A
Equality Assurance in Schools. Quality, Identity, Society. A Handbook for Action Planning and School Effectiveness.
Runnymede Trust, London (England).
This book's purpose is to help teachers and administrators in British schools review their schools in order to provide a high quality education for every student regardless of ethnic or racial identity or cultural tradition and work towards removing prejudice, harassment, and discrimination. The British legal framework pertaining to equal education and recent national legislation is reviewed, and the key tasks for equality assurance are outlined. They are: (1) ensuring high quality education for all; (2) supporting the development of personal and cultural identities; and (3) preparing all students for full participation in society. Whole school issues are considered, focusing on indicators of good practice for management and organization and for teaching and learning. Indicators of good practice are listed for the basic curriculum areas: art, English, geography, history, mathematics, modern foreign languages, music, physical education, religious education, science, and technology. In addition, indicators of good practice are summarized for the wider school system from local authorities to national bodies and agencies. Some specific areas of controversy are outlined. A final section lists 36 resources for school management and organization and 78 resources related to the basic curriculum. (Contains 2 tables.) (SLD)
Descriptors: Access to Education, Administrators, Citizenship Education, Educational Legislation, Educational Planning, Educational Practices, Educational Quality, Elementary Secondary Education, Equal Education, Ethnic Groups, Foreign Countries, Minority Groups, Racial Differences, Racial Identification
Runnymede Trust, 11 Princelet Street, London, England E1 6QH United Kingdom (5.95 British pounds).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: Runnymede Trust, London (England).
Identifiers - Location: United Kingdom (Great Britain)