Thrupp, Martin and Lupton, Ruth (2006) Taking school contexts more seriously: the social justice challenge. British Journal of Educational Studies, 54 (3). pp. 308-328. ISSN 0007-1005
Full text not available from this repository.Abstract
Research is increasingly highlighting the influence of school contexts on school processes and student achievement. This article reviews a range of social justice rationales for taking school contexts into better account, and highlights the challenges contextualisation currently poses for practice and for policy. It notes important constraints on contextualised practice and limited developments in contextualising policy. There is now increasing concern to recognise and understand context in school effectiveness and school improvement research but such research needs to consider school context much more, in order to provide a stronger underpinning for contextualised policy and practice. School composition research is potentially most insightful because it addresses the issue most directly. Nevertheless future large-scale studies in this area need to overcome a number of limitations within the existing literature.
| Item Type: | Article |
|---|---|
| Official URL: | http://www3.interscience.wiley.com/journal/1184926... |
| Additional Information: | © 2006 The authors |
| Divisions: | STICERD Centre for Analysis of Social Exclusion |
| Subjects: | L Education > LB Theory and practice of education H Social Sciences > HN Social history and conditions. Social problems. Social reform |
| Date Deposited: | 16 Mar 2010 11:20 |
| Last Modified: | 19 Nov 2024 06:27 |
| URI: | http://eprints.lse.ac.uk/id/eprint/27401 |
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