Behind the headlines and controversy surrounding new academy
schools, many of their principals, teachers and pupils have been
quietly changing the culture of learning and achievement in some of
the most disadvantaged communities in England. While successful
innovation and change is not unique to academies, this book
illustrates how the academy policy represents a significant
opportunity to improve the life chances of their pupils. Too much
attention has focused on unanswerable questions about whether
academies are better or worse than their predecessor or comparable
schools in their neighbourhood. Too little focus has been on what
policy makers and practitioners can learn from the different, and
often conflicting, perspectives of the key players, notably
sponsors, architects, principals, parents and pupils in order to
create a school that can truly serve their community with
distinction.
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