In this article, Clive Harber, Senior
Lecturer in Education at the
University of Birmingham, argues
that research has established many of
the characteristics that go to make up
an 'effective school'. He uses three case
studies from Britain, Africa and
Thailand to explore different contexts
for school administration, and,
in particular, how the resulting
administrative reality can contribute
to school ineffectiveness. The author
concludes that only by understanding
such reality can schools be made more
effective in the future.
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