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dc.contributor.authorWrigley, Terryen
dc.date.accessioned2019-10-04T13:37:58Z
dc.date.available2019-10-04T13:37:58Z
dc.date.issued2004-04-30
dc.identifier.citationWrigley, T. (2004) ‘School effectiveness’: The problem of reductionism. British Educational Research Journal, 30(2), pp. 227-244.en
dc.identifier.issn1469-3518en
dc.identifier.issn0141-1926
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/10058
dc.identifier.urihttps://doi.org/10.1080/0141192042000195272
dc.description.abstractSchool Effectiveness (SE), as a research paradigm and, more widely, as a set of political practices in school management and development, is examined in terms of the concept of ‘reductionism’. The article serves to systematise an ongoing critique of Effectiveness by Ball, Morley, Fielding, Slee, etc. Building upon studies by the biologist Steven Rose and colleagues of reductionism from psychology to biology, the reductionism of the Effectiveness discourse is analysed in its methodological, contextual, historical and moral aspects. Finally, the article explores the impact of SE upon the dominant model of School Improvement in England in particular, and the need for transformation within that paradigm.en
dc.description.urihttps://doi.org/10.1080/0141192042000195272en
dc.format.extent227-244en
dc.language.isoenen
dc.publisherWileyen
dc.relation.ispartofBritish Educational Research Journalen
dc.title‘School effectiveness’: The problem of reductionismen
dc.typeArticleen
dcterms.accessRightsrestricted
dcterms.dateAccepted2003-04-17
dc.description.volume30en
dc.description.ispublishedpub
rioxxterms.typeJournal Article/Reviewen
rioxxterms.publicationdate2004-04-30
refterms.dateFCD2019-10-04
refterms.depositExceptionNAen
refterms.accessExceptionNAen
refterms.technicalExceptionNAen
refterms.panelUnspecifieden
qmu.authorWrigley, Terryen
qmu.centreCentre for Applied Social Sciences
dc.description.statuspub
dc.description.number2en
refterms.versionNAen
refterms.dateDeposit2019-10-04


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