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dc.contributor.authorWrigley, Terryen
dc.date.accessioned2018-01-31T11:40:42Z
dc.date.available2018-01-31T11:40:42Z
dc.date.issued2007en
dc.identifier.urihttp://hdl.handle.net/1842/27717
dc.description.abstracten
dc.description.abstractSchool Effectiveness and School Improvement have achieved a hegemonic position as paradigms of educational evaluation and development, both as research paradigms and as discursive practices shaping policy and practice. This is true internationally but with particular strength in the governance of English schools, thus the texts which constitute this doctoral submission - namely a book and several journal articles, and an extended commentary upon them - are grounded specifically in that context. The concept of paradigm is deployed in order to question systematically their (often tacit) methodological and political assumptions and to establish some foundations and justification for alternative models of school quality and educational change. A particular emphasis is placed upon the neglect, within these dominant paradigms, of educational and social aims, curriculum and pedagogy, and their inadequate framing of the relationship between schools and social context. These texts also focus strongly upon the situation of schools serving inner city and other highpoverty neighbourhoods, as a kind of border situation which exposes the limitations of these paradigms.en
dc.publisherThe University of Edinburghen
dc.relation.isreferencedbyAlready catalogueden
dc.subjectAnnexe Thesis Digitisation Project 2017 Block 16en
dc.titleSchool effectiveness and school improvement: questioning the paradigmsen
dc.typeThesis or Dissertationen
dc.type.qualificationlevelen
dc.type.qualificationnamePhD Doctor of Philosophyen


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