Abstract
The debate about classroom effectiveness draws together arguments about curriculum approaches and teaching styles. Mick Waters examines some key aspects of classroom success and parallels these with management strategies in the education field. He examines the results of a research project into 15 primary schools in the West Midlands which combined staff development and in‐school support. He concludes that if all who are in positions of influence and authority were to give up only a fraction of their time to actual teaching and classroom involvement, huge benefits would accrue on all sides.
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