School design: a classificatory framework for a 21st-century approach to school improvement

Dimmock, C. (2002) School design: a classificatory framework for a 21st-century approach to school improvement. School Effectiveness and School Improvement, 13(2), pp. 137-162. (doi: 10.1076/sesi.13.2.137.3434)

Abstract

As attention turns from restructuring to school design as a means of securing school improvement, a bewildering range of design programmes/models are available. How are schools to make informed choices about their relative merits? This article suggests a classification, based on 10 criteria, by which to categorize their features, and to draw comparisons between them. The particular design adopted by the case school is described and analysed in terms of the classificatory framework, and its implementation by the perspective of the school leader/change agent. Finally, conclusions are drawn about the usefulness of the framework as a heuristic “device” for characterizing school design models (SDM) and their implementation. It is argued that refinement of the classificatory framework would result from similar case studies and the perspectives of others – besides the school leader/change agent – involved in their implementation.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Dimmock, Professor Clive
• Authors: Dimmock, C.
• College/School: College of Social Sciences > School of Education > Professional Learning and Leadership ; College of Social Sciences > School of Education > Educational Leadership & Policy
• Journal Name: School Effectiveness and School Improvement
• ISSN: 0924-3453
• ISSN (Online): 1744-5124