By Roger Slee, Sally Tomlinson, Gaby Weiner
ISBN-10: 0203209257
ISBN-13: 9780203209257
ISBN-10: 0203267419
ISBN-13: 9780203267417
ISBN-10: 0750706694
ISBN-13: 9780750706698
ISBN-10: 0750706708
ISBN-13: 9780750706704
Institution effectiveness learn including what's now defined because the 'school development circulation' (Barber, 1996) has captured either the Conservative and New Labour imaginations as a foundation for tutorial making plans and coverage making within the united kingdom. the world over tuition effectiveness enjoys and increasing and enthusiastic audience.This booklet offers a critique of this examine style, quite within the gentle of the new demands educating to head 'back to the basics'. The editors argue that this faculty effectiveness learn is simplistic in its research of academic difficulties. faraway from attending to the ground of the matter of failing scholars and faculties, they argue, those 'movements' are only scratching on the floor of the issues and bobbing up with notions for superficial advancements.
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Additional resources for School Effectiveness for Whom? Challenges to the School Effectiveness and School Improvement Movements
Sample text
The seemingly genuine wish to empower teaching professionals masks the range of macro-and micro-political features of managerialism in schools which mitigate against such empowerment. It seems that whether reference is made to ‘management arrangements’ or ‘key characteristics’, the message remains the same. If prescriptions are adhered to, the promise is that the individual or institution will be ‘empowered’ to change. The change required, however, is not necessarily part of any one institutional agenda and is a reflection largely of wider political rather than educational interests.
If we attempt, then, to isolate the specific impact of school effectiveness discourses on our respective institutions, we can note the following: 28 Cultures of Blame and Redemption—When Empowerment Becomes Control • The inevitable low position of institutions such as ours in any league tables, not as a consequence of poor teaching, poor management or low expectations but because of the way in which ‘success’ and ‘failure’ is measured. • The consequent demoralization and powerlessness of staff, and to some extent pupils and students, because they can never be good enough, especially if they are compared with more elite and better resourced institutions in their locality and elsewhere.
Wood (1987) suggests that definitions of equal opportunities fall broadly into four categories. These are: 1 2 3 4 Equalizing life chances Open competition for scarce opportunities Equal cultivation of different capacities Level of educational attainment independent of social origins With regard to the first definition, schools might attempt to ensure that all children have the same educational experiences: yet life chances are affected also by other factors such as poor living conditions, parents’ un/employment and individual children’s cognitive and/or physiological characteristics.
School Effectiveness for Whom? Challenges to the School Effectiveness and School Improvement Movements by Roger Slee, Sally Tomlinson, Gaby Weiner
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