The disciplines of school effectiveness research and school improvement practice and research have been apart for too long. This book is the first major attempt, by leading writers and practitioners in these fields, to bring the areas together in a coherent way.
Existing knowledge about the characteristics of good' schools is outlined, together with the knowledge base about how to make schools good schools'.
The book also makes an entirely original contribution to re-thinking practice in school improvement that can revolutionise our thinking in the late 1990s, and which can be of use...

This study looks at what factors make a successful school and how these factore vary in different countries. The authors follow the progress of a cohort of seven-year-old children through their schools over a two-year period. Examining schools in the US, Canada, Hong Kong, Taiwan, Australia, the UK, Norway, the Netherlands, and Ireland, the authors draw together what it is that the most and least effective schools do in each country; pinpoint what makes effective teaching across the globe; analyze which effectiveness-producing school and teaching factors appear to be the same and which are...