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What constitutes quality schooling? What are the implications for educational practice and administration? The text looks at these questions and examines international research evidence and reform initiatives with particular emphasis on North America, UK, Australasia and the Third World. It offers a synopsis of the Third World School Effects Research (SER). The authors claim that the challenges now facing educational leaders is to find a balance between SER and the other school movements and to ask more demanding questions of our educational systems.
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