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This book examines educational improvement in Great Britain in recent years. It addresses three concerns: (1) develop better estimates of the extent to which schools have changed in their effectiveness over time; (2) understand the factors and strategies associated with changes in performance across schools; and (3) explore the school-improvement process so as to learn more about the difficulties and challenges schools face. To meet these concerns, a series of case studies were used to look at changes over a 5-year period in a wide range of schools that faced different challenges. Some of the schools served disadvantaged communities, whereas others occupied more affluent suburbs. The volume is divided into three parts. Part 1 focuses on frameworks and assumptions and the need to improve debate and provide a context for judging school improvement. Part 2 presents case studies of eight schools in the process of change. These case studies highlight the difficulties encountered as schools tried to discard traditional assumptions, how schools can improve without sensational tactics, the difference that effective leadership can make, and the factors that can motivate teachers to embrace change. The last part describes patterns of change, starting points for change, and ways to build for improvement. (Contains name and subject indexes and approximately 140 references.) (RJM)

This book aims to provide a succinct and clear overview of the principles and practices associated with adventure education in order to help practitioners do their work more effectively. Implicit in the book is a belief that adventure education has a positive impact on an individual's self-confidence, understanding of the world, and actual behavior. Although the validity of this assumption is now well documented, it is less clear how such impact is produced, what its relevance is for particular training and individual needs, and what the implications are for society. Program effectiveness depends upon a clear specification of the adventure education process and the relating of this process to specific individual needs. Part 1, "Development," introduces the main themes of adventure education and traces the evolution of the field from early philosophical antecedents and the beginnings of Outward Bound through an era of remarkable expansion during 1950-80. Part 2, "Principles," discusses the basic psychological and sociological ideas underlying adventure education and experiential learning, the principles involved in program design, and models and guidelines for applying theory to practice. Part 3, "Practice," uses "mini case studies" to examine the specific application of adventure education techniques in various settings. The case studies include programs in British elementary and secondary schools and communities; Outward Bound wilderness expeditions; and programs tailored to teachers, corporate managers, persons with disabilities, at-risk urban youth, and adult women. Part 4, "Themes," addresses current issues and trends in adventure education and key issues for the coming century. Contains 121 references and name and subject indexes. (SV)