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Middle schools and poorer neighbourhoods: between Effectiveness and the Law, Ethics and Culture model
This article presents a series of reflections based on a study of two schools of secondary level in the city of Buenos Aires. The purpose is to identify reasons why some schools in poorer areas obtain higher levels of success for their pupils. The conceptual basis is one of cultural analysis, permit...
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| Published in: | Improving schools 2006-11, Vol.9 (3), p.225-238 |
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| Format: | Article |
| Language: | English |
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| container_end_page | 238 |
| container_issue | 3 |
| container_start_page | 225 |
| container_title | Improving schools |
| container_volume | 9 |
| creator | Acosta, Felicitas |
| description | This article presents a series of reflections based on a study of two schools of
secondary level in the city of Buenos Aires. The purpose is to identify reasons why
some schools in poorer areas obtain higher levels of success for their pupils. The
conceptual basis is one of cultural analysis, permitting a contextual and
situational perspective which is complementary to the school effectiveness
literature. The particular focus is on practices and instruments which directly help
pupils to succeed. Our research sought to look at schools from the point of view of
pupils, teachers and managers, and to examine the school’s relationship to
knowledge and culture as a key to its success. |
| doi_str_mv | 10.1177/1365480206071225 |
| format | article |
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conceptual basis is one of cultural analysis, permitting a contextual and
situational perspective which is complementary to the school effectiveness
literature. The particular focus is on practices and instruments which directly help
pupils to succeed. Our research sought to look at schools from the point of view of
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secondary level in the city of Buenos Aires. The purpose is to identify reasons why
some schools in poorer areas obtain higher levels of success for their pupils. The
conceptual basis is one of cultural analysis, permitting a contextual and
situational perspective which is complementary to the school effectiveness
literature. The particular focus is on practices and instruments which directly help
pupils to succeed. Our research sought to look at schools from the point of view of
pupils, teachers and managers, and to examine the school’s relationship to
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secondary level in the city of Buenos Aires. The purpose is to identify reasons why
some schools in poorer areas obtain higher levels of success for their pupils. The
conceptual basis is one of cultural analysis, permitting a contextual and
situational perspective which is complementary to the school effectiveness
literature. The particular focus is on practices and instruments which directly help
pupils to succeed. Our research sought to look at schools from the point of view of
pupils, teachers and managers, and to examine the school’s relationship to
knowledge and culture as a key to its success.</abstract><cop>Thousand Oaks, CA</cop><pub>SAGE Publications</pub><doi>10.1177/1365480206071225</doi><tpages>14</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1365-4802 |
| ispartof | Improving schools, 2006-11, Vol.9 (3), p.225-238 |
| issn | 1365-4802 1475-7583 |
| language | eng |
| recordid | cdi_crossref_primary_10_1177_1365480206071225 |
| source | ERIC; Sage Journals Online |
| subjects | Academic Achievement Argentina Educational Change Ethics Foreign Countries Latin America Middle Schools School Effectiveness Secondary Schools Students |
| title | Middle schools and poorer neighbourhoods: between Effectiveness and the Law, Ethics and Culture model |
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