Tag Archives: authors

Hope Springs Eternal


In Hope Springs Eternal, retired headteacher, Alex Wood reflects on the major changes which he witnessed and in which he participated in over four decades at the front-line in Scottish education.   

In Hope Springs Eternal, retired headteacher, Alex Wood reflects on the major changes which he witnessed and in which he participated in over four decades at the front-line in Scottish education.  Alex Wood worked in two comprehensives, each of which serves one of Scotland’s poorest and most disadvantaged communities, as well as in the special educational sector and in a city centre comprehensive.  The book ponders the major reforms, from the introduction of comprehensive education, through the abolition of corporal punishment and the introduction of certification for all, to Curriculum for Excellence.  It analyses the connections between a school and its community, it considers the impact of industrial disputes on our schools and the changing nature of the teaching profession and it asks key questions about educational leadership, both in schools and in the wider institutions which impact directly on schools.  It explores the concepts of inclusion and social justice in education and argues that education and teaching are never morally neutral.  Finally, it poses some hard questions to the systems managers in today’s educational world and suggests that the new educational managerialism operates at the expense of high quality schools and effective learning for all students.

About the Author

Alex Wood was born in 1950, and spent his early years in Brechin, Girvan and Paisley in Scotland

He is a retired headteacher who, since retirement works as an Associate at the Scottish Centre for Studies in School Administration at Edinburgh University’s Moray House School of Education and as Secretary for the Scottish Educational Leadership, Management and Administration Society.  

He is a graduate in English and Education of the New University of Ulster and later completed Master’s degrees in Scottish Studies and in Education at Stirling University.

He trained as a teacher at Moray House.  He taught English at Craigroyston High School in Edinburgh, worked in community education for two years, and then returned to Craigroyston as a Learning Support teacher, latterly as Principal Teacher.  He was Head of Centre at Millburn, the West Lothian Youth Strategy Centre in Bathgate before returning to work in Edinburgh as headteacher at Kaimes Special School.  After serving as Special Schools and Social Inclusion Manager for Edinburgh Education Department he was appointed, in 2000 as headteacher at Wester Hailes Education Centre.  He was seconded to act as head-teacher at Tynecastle High School but returned to Wester Hailes to complete his full-time professional career in 2011.

Throughout his life he has had an active interest in politics and was twice a parliamentary candidate and for seven years a local councillor on Edinburgh District Council.

He is married with two grown-up daughters and has lived in Linlithgow for over 20 years.


School Cooperative: Entrepreneurial Learning in Action

Screenshot_25_01_2013_20_50In ‘School Cooperative: Entrepreneurial Learning in Action’ one of the lead teachers for entrepreneurial learning describes the work of a pupils’ cooperative at an elementary school in Croatia as an example of good practice. This book is of interest to anyone who has been, is, or wishes to be involved in enterprise and entrepreneurial learning in schools. As well as outlining the key elements of good practice, Marijana Vrančić argues for cooperatives in principle and policy.

 One of the lead teachers for entrepreneurial learning presents the organization of her work within teams and the manufacturing process which the pupils themselves designed and implemented. ‘School Cooperative: Entrepreneurial Learning in Action’ describes the skills and knowledge acquired in a school cooperative work. The book contains instructions for the establishment of school cooperatives and outlines didactic methodology for work. It discusses and argues for cooperatives to feature in educational policy in Croatia and throughout Europe.

Marijana Vrančić was born in 1962. She is a teacher in the Primary School Prečko in Zagreb.

She finished High school in Vukovar and graduated from The Faculty of Teacher Education of the University of Zagreb. 

At the beginning of her career, she worked as a teacher in combined classroom. She also acquired valuable teacher’s experience working two years with the pupils with special needs. 

 While working in school, she puts special emphasis on research and  implementation of active teaching methods and activities aimed at fostering pupils’ intelectual, emotional and social needs. 

 She leads ICT section designed for the elementary school pupils (age 7 to 11).  She is also leader of School Cooperative in her school, where, together with her colleagues – leaders of sections, works on development of entrepreneurial competences in school practice. 

 During the last three years, she leads the demonstrative workshops for pupils, as well as teachers training workshops designed for introducing entrepreneurial learning in primary schools, within the projects supported and organized by the Ministry of Entrepreneurship and Crafts. 

 She lives in Zagreb. She is married, has two daughters.

Assessment: Facing New Challenges


This book is a practical guide for primary/secondary school teachers and teacher educators, for those who are new to assessment as well as those who need to upgrade and integrate new information and concepts of assessment into their practices. It is bringing how-to and what together, so educators can evaluate, test and assess students’ performances more knowledgeably and effectively. 

This book has been written for all dedicated and reflective teachers who want to improve the process of assessment and who are looking for a practical, hands-on book. The audience are teachers who want to know more and apply more, whether they are in the process of learning about assessment for their formal study, or for their own professional interest. The book is also written for academics and students in teacher education. It hoped that what has been written will introduce teachers in Croatia to new ideas and challenges which they see not only as worthwhile but also as necessary.

 In ‘Assessment: Facing New Challenges’, Snjezana Pavic shares and discusses assessment practice in her school, in schools in Croatia, and provides important insights, examples and experiences of her colleagues working in schools all round the globe.

 In a comprehensive exploration, the author talks about the global context of educational change, about alternative assessment, self- and peer-assessment, about using rubrics in the process of assessment, about feedback to students, how to manipulate students’ academic and non-academic achievements and about techniques, types and principles of assessment.  

About the Author

Snjezana Pavic was born in 1965, graduated English language and literature and Russian language and literature at the Faculty of Arts in Zagreb. Since 1991 she has been working in upper primary classes in Popovaca. In 2008 she was promoted to teacher mentor and in 2013 to teacher advisor. 

Ever since she started to work she has felt connected to students and assumes that ’a child in her’ helps her understand children and establish easy communication with them. She sees children as little, wise, creative, spontaneous and openhearted people.

 She is a mother of two, a son and a daughter (15 and 18). They are not only her inspirations but critical friends too.

Snjezana Pavic has been a continuous professional developer (CPD) in her county since 2003.Her role and the role of other CPDs is to organize and conduct educational meetings for teachers and to link schools and Teacher Training Agency and implement current issues important for the improvement of education in Croatia.

Snjezana has designed and led several workshops and lectures throughout Croatia at the interstate, bilateral, national and county levels. She has also conducted Action Research and published the findings on stimulating creativity in English classes. She has published professional articles on improving the process of teaching and on professional training of teachers. She has also published teaching materials and written several reviews for the publishing houses. She has participated in many projects. 

Snjezana enjoys her professional growth and development as much as she enjoys the process of implementation in the classrooms. She is determined to promote her professional competencies and methodological expertise and disseminate skills and knowledge to educators. She believes that the improvement of the quality of teaching of an individual teacher can develop systems that create conditions for the improvements of all teachers. Therefore she feels strong urge to upgrade her skills and knowledge and face new professional achievements. In the context of her learning activities, special interest and big professional challenge has always been assessment and evaluation.

All these activities made her become a confident lecturer with developed professional and social competences.  

In 2003 she was appointed a permanent court interpreter for English and Russian languages by the President of the County Court.