David Reynolds and Louise Stoll
In Chapters 2, 3 and 4 of this volume we have seen something of the differing orientations that have existed between the two bodies of knowledge historically named 'school effectiveness' and 'school improvement'. Even sometimes in their basic goals concerning what the outcomes of education should be, the two different groups have had different perceptions, as Chapter Two reminded us, although both groups have increasingly converged in their goals and their practices of late, as we have noted in Chapter Four.
This chapter continues to move us forward by considering what the benefits would be of an integrated effectiveness/improvement paradigm in which the goal of creating improved school organisations is deemed sufficiently important to justify a suspension of any historical disciplinary rivalries. In the interests of encouraging further 'synergy' and integration between the perspectives, we outline in this chapter what role effectiveness research and improvement research/practice can perform for the integrated educational enterprise that we wish for, if it were prepared to examine itself and its historic roots critically and if it were prepared to cease 'reactive' posturing and substitute purposive intellectual and practical change.
Whatever one's hopes concerning a 'merged' effectiveness/improvement paradigm in the future, it is clear that, historically, there have been problems in the relationship between the two communities. In North America, particularly within the United States, there exists