Place-based disparities faced by stuck schools in England: a contextual understanding of low performance and the role of inspection outcomes-Reference-Cited by-同舟云学术

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Place-based disparities faced by stuck schools in England: a contextual understanding of low performance and the role of inspection outcomes

Published:2023-07-25 Issue:4 Volume:34 Page:401-418
ISSN:0924-3453
Container-title:School Effectiveness and School Improvement
language:en
Short-container-title:School Effectiveness and School Improvement

Author:

Ehren Melanie¹,Hutchinson Jo²,Muñoz-Chereau Bernardita³^ORCID

Affiliation:

1. Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands

2. Education Policy Institute, London, UK

3. Centre for Educational Leadership, Department for Learning and Leadership, UCL Institute of Education, London, UK

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09243453.2023.2238698

Reference32 articles.

1. School segregation in contemporary cities: Socio-spatial dynamics, institutional context and urban outcomes

2. To Learn or Not to Learn: A Potential Organizational Learning Gap Among School Systems?

3. Consultancy in ‘failing schools’: Emerging issues

4. Socio-Spatial Inequality in Education Facilities in the Concepción Metropolitan Area (Chile)

5. Effects and side effects of inspections and accountability in education: an overview of empirical studies

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. References;Transforming Teacher Work;2024-06-24

2. Turning around ‘stuck’ schools in England: effective leadership in extremely challenging circumstances;Perspectiva Educacional;2024-03-31

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