The Ineffective School.

Abstract

The problems involved iri reversing ineffective schools have begun to engage researchers, policy makers, and practitioners. This paper conceptualizes the extent to which ineffective schools have to be understood as different from schools with other levels of effectiveness, and speculates which types of improvement strategies are most appropriate to them. The paper describes problems involved in implementing the turnaround processes in two South Wales schools recognized as ineffective. A conclusion is that the United Kingdom research community may have been deficient in its understanding of ineffective schools. It is proposed that ineffective schools be viewed as having characteristics antithetical to effectiveness. The paper poses 13 questions for the school-effectiveness and school-improvement community to consider as possibilities for turning around ineffective schools. In order to Le transformed, ineffective schools need prior competencies, a school culture able to handle the rational/empirical paradigm of change, and a cohesive organization. The intervention must be able to reach staff who historically have been uninvolved. Educators should also decide whether externally imposed practices or improvement of existing practices is most appropriate and intervene at the formal organizational, cultural, and relational levels. It is argued that what the schools may need are directive skilling, means-oriented activities, and potentially quasi-therapeutic programs that give the schools knowledge and skills they lack. One table is included. (Contains 17 references.) (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** The Ineffective School David Reynolds University of Newcastle upon Tyne, U.K. S DEPARTMENT OF F DMA rIuN EDUCATIONAL RESOURCES 1NrORMATION CENTER ;ERIC, pefh., in( nInth hoo 101111 10)1 ,r400./..1,11 ortginaImg it Minor ; navt twig, m,ido Improve rnpr000r 1;oi, qua ly ,k . :11110,410ER! p0,11111, PEPMIY-,ION TO REPRODUCE TRIS MA TER4AL HAS BEEN GRANTED BT 1. n EDUCATIONAL RESOURCES INFIIRMATION CENTER (ERIC! (Paper presented at the European Conference on Educational Research, Bath, England, September 14-17, 1995).