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This book describes one of the somewhat paradoxical consequences of the development of the education market place--the development of collaborative relations and infrastructures between competing institutions. Fourteen chapters written by participants in collaborative arrangements describe and analyze their responses to the market place and consider the implications of collaborative relationships, including consortia, for the future development of education. Following the first chapter, "The Education Market Place and the Collaborative Response: An Introduction," part 1 offers descriptions of different collaborative arrangements. Chapters include: (2) "Schools, Markets and Collaboration: New Models for Educational Polity?" (Chris Husbands); (3) "Collaboration: A Condition of Survival for Small Rural Schools?" (Linda Hargreaves); (4) "Collaboration, Competition and Cross-phase Liaison: The North Lowestoft Schools Network" (Mike Harbour); (5) "The Rationale and Experience of a 'Schools Association': The Ivel Schools' Association" (Ron Wallace); (6) "Education 2000: Collaboration and Cooperation as a Model of Change Management" (Lynne Monck and Chris Husbands); (7) "A Consortium Approach to Staff Development" (Peter Upton and Phil Cozens); (8) "Collaboration and Competition in Education: Marriage not Divorce" (Sylvia West); and (9) "Collaboration for School Improvement: The Power of Partnership" (Michael Johnson and Michael Barber). Chapters in part 2 examine the conditions under which successful consortia operate. Chapters include: (10) "Consortium Collaboration: The Experience of TVEI" (Ann Bridgwood); (11) "Consortium Collaboration in Teacher Education: The ERTEC Experience" (David Bridges); (12) "Collaboration Through Networking: The Collaborative Action Research Network" (Bridget Somekh); (13) "Beyond Collaboration: On the Importance of Community" (Mike Fielding); and (14) "Theories of Association: The Social Psychology of Working Together in Educational Consortia" (Harry Gray). References accompany each chapter. An index is included. (LMI)

The expectations of education have never been higher: around the world, governments are re-shaping their education systems, transforming early years, schools and universities through far-reaching reform in curriculum, assessment, teaching, accountability and funding. As Director of the Institute of Education for five years of tumultuous change in education, Chris Husbands drew on research and knowledge about practice to set educational change into a wider context -- unpicking the logic of reforms and analysing their likely impact. "Voices in the Air" brings together his journalism and policy commentary, and provides a wide-ranging account of the nature, shape and impact of policy reform in education.

As we begin the twenty-first century, schools and teachers are subject to enormous pressures for change. The revolution in digital technologies, the pressure to develop consistently high-performing schools systems, and the drive between excellence and equity all combine to raise profound questions about the nature of successful teaching and learning today. In his Inaugural Directorial Lecture, Professor Chris Husbands explores the extent to which teaching is changing in response to these external pressures and the implications for teachers, schools and learners. He asks what this means for research, teacher education and the nature of an "institute of education". Professor Husbands examines the past aspirations of the Institute of Education, University of London, summarises current worldwide education trends and suggests a way forward in order to re-align the relationship between an "institute of education" and the academic, policy and practitioner communities it serves. His new aspirations show how an "institute of education" can face the major challenges of education today and: (1) best respond to the social and economic context of educational provision in a global context; (2) optimise the organisation of schools as regards school improvement; and (3) achieve a step-change in the way it supports effective teacher practice. Professor Chris Husbands is Director of the Institute of Education, University of London. He has research interests in teacher education and education policy and has written widely on aspects of education policy and on curriculum and teacher development.