Improving schools in difficult contexts: Towards a differentiated approach
UNSPECIFIED. (2004) Improving schools in difficult contexts: Towards a differentiated approach. BRITISH JOURNAL OF EDUCATIONAL STUDIES, 52 (4). pp. 417-431. ISSN 0007-1005Full text not available from this repository.
This article focuses on 'improving' schools in difficult or disadvantaged contexts. It explores the contemporary policy discourse and intervention strategies aimed at improving schools in such circumstances. It argues that contemporary approaches to improvement are unlikely to succeed because the approaches adopted are not sufficiently differentiated or context specific. Drawing on two recent empirical studies, the article offers an alternative perspective on school improvement within this group of schools. It argues against standardised solutions in favour of a differentiated approach to school improvement that recognises and respects the diversity, variability and complexity of schools in difficult contexts.
|Item Type:||Journal Article|
|Journal or Publication Title:||BRITISH JOURNAL OF EDUCATIONAL STUDIES|
|Publisher:||BLACKWELL PUBL LTD|
|Official Date:||December 2004|
|Number of Pages:||15|
|Page Range:||pp. 417-431|
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