TY  - JOUR
AB  - Both the criteria which can be used to assess the effectiveness of
schools and the means by which effectiveness can be increased have
received considerable attention during the last two decades. These
criteria have usually been shown to revolve around school climate,
leadership, shared decision making, effective teaching, and parental and
community involvement. However, identification of universal criteria has
been criticised on grounds such as poor methodology, differences in
context and culture, assumptions of causality, and neglect of the
influence of the external environment. Primary schools have goals and
styles of operation which contrast markedly with those of secondary
schools. Using approaches which differed from those commonly used in
effectiveness studies, two Alberta studies asked principals
(headteachers) to identify items which were (a) critical for planning
and (b) important for judging the overall effectiveness of primary
schools. Emphasis was placed on climate, high expectations for students,
leadership, the morale and satisfaction of staff and students, effective
teaching and student attitudes.
VL  - 4
IS  - 3
SN  - 0951-354X
DO  - 10.1108/09513549010144923
UR  - https://doi.org/10.1108/09513549010144923
AU  - Johnson Neil A.
AU  - Holdaway Edward A.
PY  - 1990
Y1  - 1990/01/01
TI  - Effectiveness of Primary Schools
T2  - International Journal of Educational Management
PB  - MCB UP Ltd
Y2  - 2024/09/24
ER  -