School Effectiveness for Whom? Challenges to the School Effectiveness and School Improvement Movements

By Roger Slee; Gaby Weiner et al. | Go to book overview

institutions such as our own. For example, we need to regain the notion of 'value added' as a diagnostic tool by which teachers and educational institutions are able to identify and improve weaknesses and build on strengths-rather than as a means of pathologizing urban education.

The current market model of education is one that is likely to be sustained in the UK for the foreseeable future. As practitioners working within the education market, we acknowledge the notion of 'value added' as certainly more sophisticated than any strict adherence to raw scores and league tables. However, it is essential that value-added measures and strategies for curriculum and pedagogical improvement and change acknowledge the achievements of the best practitioners, not in order to 'score over' their less skilled colleagues, but to help improve practice and teacher morale at a wider level.


References
APPLE, M. (1993) Official Knowledge: Democratic Education in a Conservative Age, New York: Routledge.
APPLE, M. (1996) Cultural Politics and Education, Buckingham: Open University Press.
BALL, S.J. (1987) The Micro-Politics of the School: Towards a Theory of School Organization, London: Methuen.
BALL, S.J. (1990) Politics and Policy Making in Education: Explorations in Policy Sociology, London: Routledge.
BARBER, M. (1996) The Learning Game: Arguments for an Education Revolution, London: Victor Gollancz.
BARBER, M. and DANN, R. (eds) (1996) Raising Educational Standards in the Inner Cities, London: Cassell.
COLEMAN, J.S., CAMPBELL, E.Q., HOBSEN, C.J., MCPORTLAND, J., MOOD, A.M., WEINFIELD, F.D. and YORK, R.I. (1966) Equality of Educational Opportunity, Washington D.C.: US Government Printing Office.
CRUMP, S.J. (1994) Public School Choice: A Pragmatist Perspective, Sydney: Dept of Social Policy Studies in Education, University of Sydney.
ELLIOTT, J. (1996) 'School effectiveness research and its critics: Alternative visions of schooling', Cambridge Journal of Education, 26, 2. pp. 199-224.
GERWITZ, S., BALL, S.J. and BOWE, R. (1995) Markets, Choice and Equity in Education, Buckingham: Open University Press.
GIPPS, C. and MURPHY, P. (1995) A Fair Test? Buckingham: Open University Press.
GRACE, G. (1992) 'The state and teachers: Problems in teacher supply retention and morale', in GRACE, G. and LAWN, M. (eds) Teacher Supply and Teacher Quality, Clevedon: Multilingual Matters Ltd.
GRAY, J. (1993) Beyond the New Right: Markets, Government and the Common Environment, London: Routledge.
GRAY, J. and WILCOX, B. (1995) Good School, Bad School, Buckingham: Open University Press.
GRAY, J., REYNOLDS, D., FITZGIBBON, C. and JESSON, D. (1996) Merging Traditions: The Future of Research on School Effectiveness and School Improvement, London: Cassell.
HARGREAVES, A. (1994) Changing Teachers, Changing Times, London: Cassell.

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