Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

Effective Schools?

Jonathan D. Jansen
Comparative Education
Vol. 31, No. 2, Special Number (17): Educational Reconstruction and Transformation in South Africa (Jun., 1995), pp. 181-200
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/3099646
Page Count: 20
  • Download ($45.00)
  • Cite this Item
Effective Schools?
Preview not available

Abstract

This 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.

Page Thumbnails

  • Thumbnail: Page 
181
    181
  • Thumbnail: Page 
182
    182
  • Thumbnail: Page 
183
    183
  • Thumbnail: Page 
184
    184
  • Thumbnail: Page 
185
    185
  • Thumbnail: Page 
186
    186
  • Thumbnail: Page 
187
    187
  • Thumbnail: Page 
188
    188
  • Thumbnail: Page 
189
    189
  • Thumbnail: Page 
190
    190
  • Thumbnail: Page 
191
    191
  • Thumbnail: Page 
192
    192
  • Thumbnail: Page 
193
    193
  • Thumbnail: Page 
194
    194
  • Thumbnail: Page 
195
    195
  • Thumbnail: Page 
196
    196
  • Thumbnail: Page 
197
    197
  • Thumbnail: Page 
198
    198
  • Thumbnail: Page 
199
    199
  • Thumbnail: Page 
200
    200