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• Part 1 Implementation in schools: preparing schools for LMS
• governing bodies and school management
• school budgeting
• income generation
• benefits of LMS
• improvements to work in the classroom
• staff costs
• non-teaching staff
• schools' use of LEA support services. Part 2 Consequences of LMS for local authorities: implementing LMS
• relationship with schools
• some tensions. Part 3 Conclusions and issues.
• (source: Nielsen Book Data)

Introduced under the Education Reform Act of 1988, Local Management of Schools (LMS) has two main objectives: to increase schools' control over resources and to improve standards. The evaluation of LMS by HMI adopted several approaches: the routine inspecting and reporting of schools; and a number of more targeted studies of the effects upon individual subjects, the support for pupils with special educational needs, and the provision of facilities for outdoor education, and of music, library, museum and other services.
(source: Nielsen Book Data)

• The survey
• The new teachers
• The new teachers' performance
• Initial teacher training
• Induction
• Issues and recommendations. Appendix 1: Survey methodology
• Appendix 2: The new teachers' satisfaction with their training
• Appendix 3: The new teacher in school survey: 1987 recommendations.
• (source: Nielsen Book Data)

This is the third survey by HMI of newly qualified teachers in primary and secondary schools. Like its predecessors in 1981 and 1987, the survey examines the quality of new teachers' performance, looking at how well their initial training equipped them for their first teaching posts and how well they were supported by induction in their first year of teaching. The 300 teachers in the survey were trained during a period of considerable change in both initial teacher training and in the school system as a whole. This topical report will therefore contribute to an evaluation of how well training institutions and induction programmes have responded to the requirements of the 1988 Education Reform Act.
(source: Nielsen Book Data)

• The purpose of the visit
• the education system
• secondary schools
• choices post-16
• the Fachoberschule
• the Berufsfachschule
• higher education
• undergraduate qualifications in engineering
• undergraduate qualifications in design
• recruitment of designers and engineers by industry
• the qualifications and experience of teachers
• commentary.
• (source: Nielsen Book Data)

In 1991, three members of HMI visited the then Federal Republic of Germany to learn how young people interested in becoming designers and engineers are prepared through the ages of 14-19 in the German educational system. The visit concentrated on the federal state of Bavaria and focused on issues which are of current interest in England. These include: design and technology in the school curriculum; post-16 routes for engineering and design students; flexibility of access to FHE and transfer between courses; levels of resources in educational institutions; and standards achieved by students.
(source: Nielsen Book Data)

• Summary of main findings
• higher education in the Federal Republic of Germany
• the Fachhochschulen
• governance
• courses
• students' workload
• students and their support
• staff
• quality control
• physical resources
• teaching and students' learning
• external links
• comparisons
• comment. Appendices: student pathways
• business studies and student pathways
• design and process engineering.
• (source: Nielsen Book Data)

The Fachhochschulen are colleges of higher education offering highly practice-related courses of a scientific or artistic nature. This report is based on a visit by three of Her Majesty's inspectors to four Fachhochschulen in March 1991. The aim of the exercise was to study the contribution of the Fachhochschulen to the higher education provision in the Federal Republic of Germany and, in particular, to examine the ways in which they are able to cope with large numbers of students ar higher student/staff ratios than those that are found in English language institutions.
(source: Nielsen Book Data)

• Authors' notes
• Preface
• Rethinking discipline in secondary schools
• Reconstructing expectations
• Working for consistency
• Developing dialogue
• Increasing pupil engagement
• Building shared respect
• Developing new perspectives
• References.
• (source: Nielsen Book Data)

What makes a well-disciplined school? How does school discipline relate to the quality of learning? What does discipline mean to teachers and pupils? Drawing on interviews with headteachers, teachers and pupils, this book looks at approaches to discipline in a number of challenging settings. It highlights the importance of developing whole-school perspectives and includes chapters which offer a framework for discussion and action that will be of practical use in schools. Building on the experience of change and discipline in a range of schools the book has something to offer all those concerned with the day-to-day management of schools - headteachers and governors - and the various professional and policy-making groups that support them.
(source: Nielsen Book Data)