Child and Adolescent Mental HealthVolume 14, Issue 2 p. 109-109 Susan Isaacs: A Life Freeing the Minds of Children Peter Mortimore, Peter Mortimore Former Director of the Institute of Education University of LondonSearch for more papers by this author Peter Mortimore, Peter Mortimore Former Director of the Institute of Education University of LondonSearch for more papers by this author First published: 22 April 2009 https://doi.org/10.1111/j.1475-3588.2009.00530_1.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume14, Issue2May 2009Pages 109-109 RelatedInformation

This paper describes some of the key findings of the Improving School Effectiveness Project (ISEP) study of Scottish primary and secondary schools, examining the impact of pupil background characteristics on pupils’ cognitive attainments, and progress in these attainments over a two-year period. The project sought to integrate the two research traditions of school effectiveness and school improvement and involved a combination of quantitative and qualitative methods. By drawing on both school effectiveness methods and the legacy of sociological and educational studies we have explored the impact of structural influences, such as socio-economic status. We believe the ISEP research provides a rich source of evidence which can help to illuminate the current equity debate. Our findings illustrate both the strength of background influences, but also the importance of schools.

Foreword 1 Introduction 2 Social disadvantage 3 Change through school improvement 4 Cultural and structural change 5 Conclusions

It is argued that globalisation is imposing pressures upon the nature of education, internationally. A case is made that school effectiveness research has contributed to these global pressures but should be concerned to establish more knowledge about the complex interactions between culture and schooling. A series of questions are asked about the extent to which schools of the future should be different from historic models, and about the potentially important role of educational researchers in furthering education advance and building a more just society.

School effectiveness and school improvement - the story so far the policy context project design - aims, issues and challenges how much does pupil background matter? adding value what can we learn from pupils, parents and teachers? case studies - extending the policy framework development planning - the state of the art the role of the critical friend in school improvement the change equation beyond 2000 - where next for effectiveness and improvement?

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