How good schools function: Exploring the processes within value-added schools in New Zealand

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Abstract

Faced with the tom-tom beat of competitive marketing, there is a strong interest in what makes for a "good" school rather than a "hyped up" school. This study looks at how two value-added schools have made a difference to student achievement even under the most difficult circumstances.

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Citation
Neville, M. (1999). How good schools function: Exploring the processes within value-added schools in New Zealand. Set: Research Information for Teachers, 2, 1–4. https://doi.org/10.18296/set.0807
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