and have interacted with and worked with thousands more on INSET days and at local and national meetings, yet still without realizing quite why they have proven so reluctant to take up the insights of effectiveness work, although it is true to say that their take-up has increased over the years judged by our own experience in South Wales. As the study of school effectiveness moves from the elaboration of what makes a ‘good’ school to the vexed issues of what makes schools ‘good’ and to the problems of how to make schools good, the egos which were necessarily possessed by those who played the scientific heros voyaging in uncharted waters are now perhaps the biggest block upon further intellectual development, since the range of temperaments and characters that have produced a degree of success in one scientific field may be very unsuited for generating success in another. Teachers need now to be understood, not just preached at by those who have possessed messianic tendencies. Those of us who research in the field of school effectiveness need now perhaps to grow, adapt and change every bit as much as the teachers at whom we have lectured for so long.
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Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Doing Educational Research.
Contributors: Geoffrey Walford - Editor.
Place of publication: New York.
Publication year: 1991.
Page number: 208.
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