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Building Capacity in Struggling Schools

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This article draws on evidence from a Department for Education and Skills (DfES) funded school improvement project in the UK to explore strategies for building capacity in secondary schools in ‘exceptionally challenging circumstances’ which struggle with low attainment figures. The project is described in some detail and the early impact on the schools of the project initiatives is examined. Suggestions are made as to what aspects of the initiative might support long-term capacity-building in these schools.

Keywords: SES; disadvantaged schools; empowering pedagogy; school improvement; teaching strategies

Document Type: Research Article


Affiliations: University of Cambridge

Publication date: January 1, 2004

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.

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