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Appraising the Imperatives for School Improvement

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This article draws upon the author’s research and the school effectiveness literature, notably including the seminal yet still applicable reviews of Levine and Lezotte (1990), and Sammons, Hillman and Mortimore (1995), to develop eight common requisites for school improvement, namely, adopting a student-centred orientation, emphasising teaching and learning, promoting distributed leadership, monitoring student progress, developing skills for promoting change, connecting with the ‘community’, embedding professional development, and sustaining improvement. Each of these broad imperatives is then appraised to create a more detailed and contemporary profile of the school initiatives and teacher qualities and/or skills necessary for school improvement.
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Keywords: assessment; change; community involvement; leadership; professional learning; school improvement; teaching/learning

Document Type: Research Article

Publication date: January 1, 2014

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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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