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Schools That Make a Difference: A Sociological Perspective on Effective Schooling

Christine Proudford and Robert Baker
British Journal of Sociology of Education
Vol. 16, No. 3 (1995), pp. 277-292
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/1393260
Page Count: 16
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Schools That Make a Difference: A Sociological Perspective on Effective Schooling
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Abstract

A recent review essay of three books on effective schooling stated that the literature on school effectiveness largely adopts a functionalist view of society and schooling and the field of inquiry is dominated by a positivist paradigm. The review argued for a sociological analysis of effective schooling. This paper examines from a sociological perspective the nature of effective schooling. The paper draws on case studies of four high schools to analyse their relationship with the social, cultural and policy dimensions of their context. A major focus of the paper is on the dilemmas, tensions and issues arising from the interrelationship between each school and its context, and the implications of these for an understanding of effective practices in schools.

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