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      Taking school contexts more seriously: The social justice challenge

      Thrupp, Martin; Lupton, Ruth
      DOI
       10.1111/j.1467-8527.2006.00348.x
      Link
       www3.interscience.wiley.com
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      Citation
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      Thrupp, M. & Lupton, R.(2006). Taking school contexts more seriously: The social justice challenge. British Journal of Educational Studies, 54(3), 308-328.
      Permanent Research Commons link: https://hdl.handle.net/10289/2072
      Abstract
      Research is increasingly highlighting the influence of school contexts on school processes and student achievement. This article reviews a range of social justice rationales for taking school contexts into better account, and highlights the challenges contextualisation currently poses for practice and for policy. It notes important constraints on contextualised practice and limited developments in contextualising policy. There is now increasing concern to recognise and understand context in school effectiveness and school improvement research but such research needs to consider school context much more, in order to provide a stronger underpinning for contextualised policy and practice. School composition research is potentially most insightful because it addresses the issue most directly. Nevertheless future large-scale studies in this area need to overcome a number of limitations within the existing literature.
      Date
      2006
      Type
      Journal Article
      Publisher
      Blackwell Publishing Ltd
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      • Education Papers [1413]
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