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Abstract

Drawing upon research undertaken in two local education authorities in England, this article assesses the degree to which large-scale initiatives to reorganize schooling may encompass elements of what is widely conceived as a school improvement intervention. While some areas of activity promoted improvement in conditions surrounding teaching and learning, they were subject to a variety of constraints and impacted indirectly on the teaching and learning process which lies at the heart of conventional school improvement efforts. It is suggested that, in planning such initiatives, policymakers and practitioners could valuably seek to maximize the potential of reorganization as a means of contributing towards school improvement.

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Realizing the Potential of Large-Scale Reorganization for Promoting School Improvement

Abstract

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