Working in the challenging context of inner city areas on
accelerated school improvement does not allow time for reflection.
Learning occurs experientially but it is not easily consolidated or
refined. School improvement is currently opportunistic and
expedient, but schools and authority are gradually edging towards a
more durable theory of tackling underachievement and building
success. This book offers the reader the opportunity to understand
the process of school improvement better and establishes local
models.
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