TY  - JOUR
AB  - The effective school paradigm has dominated educational and political thinking concerning the nature of schools for the last two decades. This paradigm asserts that it is the characteristics of schools that are the important factors that influence academic achievement. It is a perspective that is the opposite of the view that was widely held in the 1960s and early 1970s; which placed a much greater emphasis on the social context. Explores weaknesses in the effective school paradigm, considers how adequately the effective school paradigm explains recent developments such as the events at Hackney Downs in the London Borough of Hackney, and stimulates a debate on how the social environment affects what happens inside schools.
VL  - 11
IS  - 4
SN  - 0951-354X
DO  - 10.1108/09513549710186245
UR  - https://doi.org/10.1108/09513549710186245
AU  - Leo Doyle John
AU  - Wells Samantha
PY  - 1997
Y1  - 1997/01/01
TI  - Social class and the effective school paradigm
T2  - International Journal of Educational Management
PB  - MCB UP Ltd
SP  - 145
EP  - 148
Y2  - 2024/04/19
ER  -