How can schools be better designed to enable equitable academic
outcomes for culturally and linguistically diverse children from
communities lacking in economic, political and social power?
Putting forward a robust science of performance' model of school
change based on a specified process of research and development in
local contexts, this book: * lays out the traditions of optimism
and pessimism about effective schooling for at-risk students *
reviews the international and national evidence for the
effectiveness of schools and school systems in reducing disparities
in achievement * describes the challenges educational research must
address to solve the problem of school effectiveness, proposes
strict criteria against which effectiveness should be judged, and
examines in detail examples where change has been demonstrated *
proposes how researchers, professionals, and policy-makers can
develop more effective systems. Bringing together structural and
psychological accounts of the nature of schools, and establishing
theoretically defensible criteria for judging effectiveness, this
book is a critically important contribution to advancing the
science of making schools more effective.
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