Effective Schools?

dc.contributor.authorJansen, Jonathan D.
dc.contributor.emailjonathan.jansen@up.ac.zaen
dc.date.accessioned2007-01-09T11:53:48Z
dc.date.available2007-01-09T11:53:48Z
dc.date.issued1995-06
dc.description.abstractThis article traces the origins and trajectory of effective schools research (ESR) over three decades. The review attempts to (a) categorise and make sense of the voluminous literature on ESR, (b) synthesise and extend the growing critiques of ESR in the Anglo-American community, (c) assess the transnational impact of ESR in developing countries and (d) outline an alternative approach to the study of schools which values school - and classroom - level processes and interactions as they relate to student achievement.en
dc.format.extent166967 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.citationJansen, J D 1995, ‘Effective Schools?’, Comparative Education, vol. 31, issue 2, pp. 181-200. [http://www.tandf.co.uk/journals/titles/03050068.asp]en
dc.identifier.issn0305-0068
dc.identifier.issn1360-0486
dc.identifier.urihttp://hdl.handle.net/2263/1352
dc.language.isoenen
dc.publisherRoutledgeen
dc.rightsRoutledgeen
dc.subjectEducation researchen
dc.titleEffective Schools?en
dc.typeArticleen

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