Abstract
There is a persistent belief that public schools are profoundly in need of improvement (Berliner &Biddle, 1995). Given substantial research on teaching literature (Borman, Hewes, Overman, & Brown,2003; Hertling, 2000), it is not clear why more progress has not been made. Perhaps an answer maybe found in the complexity of the educational literature, which provides a confused map towardaccomplishing school improvement. Educational leaders are left in the position of relying on eitherimprecisely formulated or idiosyncratic and implicit models of school improvement without clearguidelines to follow for specific contexts. Models appear as ex post facto, reflecting an approach toeducational reform on the part of administrators that may be best thought of as implicit.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
