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School-to-School Variation in Disciplined Inquiry
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Kelly, Sean; Majerus, Richard – Urban Education, 2011
In recent years No Child Left Behind has provided new labels to supposedly high- and low-performing schools and has identified large numbers of schools as low performing. Are school-to-school differences in the quality of instruction offered as great as the public is led to believe? Using the disciplined inquiry typology of Newman, Marks, and…
Descriptors: School Effectiveness, Institutional Characteristics, Differences, Educational Quality