Improving Schools in Challenging Contexts: Exploring the Possible

Autor/inn/en	Harris, Alma; Chapman, Christopher; Muijs, Daniel; Russ, Jennifer; Stoll, Louise
Titel	Improving Schools in Challenging Contexts: Exploring the Possible
Quelle	In: School Effectiveness and School Improvement, 17 (2006) 4, S.409-424 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Program Effectiveness; Educational Change; Leadership; Educational Improvement; Secondary Schools; Educational Attainment; Academic Achievement; Low Achievement; Educational Strategies + Suchen Sie Ihr Suchwort? Bildungsreform; Führung; Führungsposition; Teaching improvement; Unterrichtsentwicklung; Sekundarschule; Bildungsabschluss; Bildungsgut; Schulleistung; Unterdurchschnittliche Leistung; Lehrstrategie
Abstract	This article outlines the findings from a small-scale research study that explored how a group of secondary schools in challenging contexts had improved and raised attainment successively over a 5-year period. The study points to the importance of external factors and how they influence a school's ability to improve and to sustain improvement. The study also identified certain strategies for improvement that schools found to be successful in securing improved performance. The article argues that more highly differentiated improvement approaches to school improvement are needed for schools in such circumstances. It concludes by suggesting that while schools in challenging contexts can raise attainment and performance through their own efforts, the external environment remains an important influence upon a school's ability to improve. The following are appended: (1) Examination performance over a 5-year period; and (2) External factors and internal improvement strategies. (Contains 1 note.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10