Improving Schools in difficult contexts: towards a differentiated approach

Harris, A. and Chapman, C. (2004) Improving Schools in difficult contexts: towards a differentiated approach. British Journal of Educational Studies, 52(4), pp. 417-431.

Full text not currently available from Enlighten.

Abstract

This article focuses on 'improving' schools in difficult or disadvantaged contexts. It explores the contemporary policy discourse and intervention strategies aimed at improving schools in such circumstances. It argues that contemporary approaches to improvement are unlikely to succeed because the approaches adopted are not sufficiently differentiated or context specific. Drawing on two recent empirical studies, the article offers an alternative perspective on school improvement within this group of schools. It argues against standardised solutions in favour of a differentiated approach to school improvement that recognises and respects the diversity, variability and complexity of schools in difficult contexts.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Chapman, Professor Christopher
Authors: Harris, A., and Chapman, C.
College/School:College of Social Sciences > School of Education
Journal Name:British Journal of Educational Studies
ISSN:0007-1005

University Staff: Request a correction | Enlighten Editors: Update this record