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A Capital Theory of School Effectiveness and Improvement

David H. Hargreaves
British Educational Research Journal
Vol. 27, No. 4, Educational Effectiveness and Improvement: Developing New Theories and Methods (Sep., 2001), pp. 487-503
Published by: Wiley on behalf of BERA
Stable URL: http://www.jstor.org/stable/1502031
Page Count: 17
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A Capital Theory of School Effectiveness and Improvement
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Abstract

A new theory of school effectiveness and improvement is outlined, based on the master concepts of intellectual capital, social capital and leverage, linked with the conventional concept of institutional outputs. Each master concept is defined in terms of two subsidiary concepts. Twelve specifically educational concepts are set within this framework to provide the theory. It is proposed that, through a simplified model, the range and fertility of the theory can be exemplified and tested in three specific cases-the changing nature of school effectiveness and improvement in knowledge economies, citizenship education and teacher effectiveness.

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