Abstract
This paper uses the concept of paradigm to examine the current state of School Improvement and its relationship to quantitative School Effectiveness studies. It argues that a significant and explicit paradigm change occurred in the early 1990s, resulting in a managerialist approach; a reductionist use of the concept culture; and an inadequate response to the challenges of poverty and under‐achievement. Some arguments are presented to show how this paradigm relates to a broader neo‐liberal context, and an alternative paradigm is outlined.
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