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We are currently working with a number of LEAs in relation to their school improvement strategies, focusing specifically on the relationship between achievement and inclusion. Whilst our main purpose is to carry out research that can contribute directly to the development of practice in the field, we have also found that our work is helping to throw light on the wider policy contexts in which practice develops. In this paper we use the evidence of a recently completed three-year evaluative study of one Authority in order to illustrate the impact of these policies and the way they play out in respect to the attempts of LEAs to develop useful roles in respect to school improvement.
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Fecha publicación: 4.11.2012
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