By Tony Townsend, Paul Clarke, Mel Ainscow (Editors)
This quantity beneficial properties 19 reviews to the foreign Congress for college Effectiveness from Europe, the Americas, Asia Pacific, Africa and the center East, selecting a various variety of severe matters, a variety of coverage responses and a range of sensible purposes, all in schooling.
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Extra resources for Third Millenium Schools: a world of difference in effectiveness and improvement
Example text
It is noticeable that while some research falls clearly within the boundaries of what have traditionally been known as school effectiveness or school improvement, other work draws on both. For this reason we have adopted a thematic approach to our description that reflects many of the contextual levels and key players influencing effectiveness and improve~ent. ~ e v e ~irt ~~ ~ c~e ~~~e ~tt ~usv e r~t e e~ s~ ~ o ad cu r ~d~Lo~ ~e~r e~~ t ~ h ~ ~~ ~ s d ~~ ~~ a t i ~ ~ The last two years have seen further m e ~ ~ o l o g i cdevelopments al in s t u d ~ n g school effectiveness and appropriate assessments.
Enshrined in legislation is an assumption that improvement will only be achieved through the twin pressures of increased accountability for performance (to national government and to parents), and through national direction. Central features in the national ~ameworkinclude the inspection system led by the Office for Standards in Education (OFSTED), a national curriculum, and national testing through standards assessment tasks (SATs). As part of an accountability drive that characterises many aspects of the public sector, inclu~ngeducation, informatio1~about school perfor~ancehas now become public currency, and school league tables find themselves alongside health league tables.
Clarke, P. and Christie, T. , School Effectiveness and School Improvement, 8 (3), 354-368. 36 STOLL AND RILE" Clift, P. and ~ u ~ a lD. l , (1987) St~~dies in School S e ~ - e v ~ l u ~ tLewes: io~~. Falmer Press. Coleman, P. A. (1995) 'Accentuate the positive', Education, 186,11+ 18. , Fielding, M. and Kerfoot, S. (1996) The Role of the Lmal Education Authorities in School Improvement in the Future: the Key Contribution of LEA Advisers. Reflections on the Role of LEA Stag in the First Year of the Essex Primary School Improvement and Research Program in partnership with the University of Cambridge Institute of Education.
