Schools Making A Difference: School Mix, School Effectiveness, and the Social Limits of Reform
Does an effective school really come about through the actions of teachers and school leaders, or does it also require an advantaged student intake? By suggesting that 'failing' schools are often overwhelmed rather than ineffective, this book provides a sympathetic reappraisal of the performance of teachers and school leaders in such schools. It also offers a critical response to the often unrealistic claims of the school effectiveness and school improvement movement and a fresh critique of market reforms in education.
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able academic advantages approach argued assessment beneﬁts Chapter characteristics classroom composition context culture curriculum difﬁculties discussion E81 research ERO’s ethnic exam ﬁeld ﬁnd ﬁndings ﬁrst Friend Hackney Downs School Hierarchical Linear Modelling high-SES schools higher SES schools impact of school important inequalities inﬂuence instance instructional processes issues kids Lauder less literature low-SES schools Maori matched students middle class schools middle class students neo-liberal Ofsted Otara Pakeha parents performance Plimmer College polarization and blame politics of blame politics of polarization principal problems pupils qualiﬁcations quantitative question reﬂect reform response Reynolds school effectiveness school improvement school leaders school mix effect school processes segregation signiﬁcant social class speciﬁc staff Stoll Stringﬁeld student achievement students at Tui success suggests teaching Thrupp tracking Trudy Tui College Tui teacher value-added Victoria College Victoria principal Wakeﬁeld and Victoria Wakeﬁeld College Wellington schools Wellington study Zealand