The disciplines of school effectiveness research and school
improvement practice and research have been apart for too long.
This book is the first major attempt, by leading writers and
practitioners in these fields, to bring the areas together in a
coherent way.
Existing knowledge about the characteristics of good' schools is
outlined, together with the knowledge base about how to make
schools good schools'.
The book also makes an entirely original contribution to
re-thinking practice in school improvement that can revolutionise
our thinking in the late 1990s, and which can be of use to
academics, to policymakers and to the practitioners which much
existing work has neglected.
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