Working in the challenging context of inner city areas on accelerated school improvement does not allow time for reflection. Learning occurs experientially but it is not easily consolidated or refined. School improvement is currently opportunistic and expedient, but schools and authority are gradually edging towards a more durable theory of tackling underachievement and building success. This book offers the reader the opportunity to understand the process of school improvement better and establishes local models.
Author Biography
Alma Harris is Pro-Director (Leadership) at IOE, UCL's Faculty of Education and Society, University College London, UK and Professor of Educational Leadership at the London Centre for Leadership in Learning. Paul Clarke is Managing Director of IQEA and is a lecturer at Leeds Metropolitan University. His previous publications include Learning Schools, Learning Systems.
