Is ‘School Effectiveness’ Anti-Democratic
Bibliographic Data
| ID | 8403756 |
|---|---|
| Authors | Terry Wrigley (0000-0002-1536-243X, University of Edinburgh, corresponding author) |
| Year | 2003 |
| Volume | 51 |
| Issue | 2 |
| Pages | 89-112 |
| Publication date | 2003-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0007-1005 • E-ISSN: 1467-8527 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1111/1467-8527.t01-4-00228 |
| OpenAlex | W2089490590 |
| Language | EN |
| Citations received | 5 |
| References cited | 15 |
This paper explores the connections between School Effectiveness as a research paradigm and developments in policy and practice. With a particular focus on the English school system, ‘effectiveness’ is examined as a discourse which underpins the accountability regime, and in terms of its influence on the related field of School Improvement. Anti-democratic tendencies in areas such as school leadership, teacher professionalism, curriculum and pedagogy are related to a failure, at the heart of the ‘effectiveness’ concept, to give critical consideration to social and educational aims
Accountability · Curriculum · Democracy · Educational leadership · Field (mathematics) · Mathematics education · Pedagogy · Political science · Politics · Sociology · Collaborative Teaching and Inclusion · Educational Assessment and Improvement · Psychology · Public Administration · Teacher Education and Leadership Studies
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,36 |
| Citation span | 2012 - 2025 (14) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |