Abstract
This paper explores the connections between School Effectiveness as a research paradigm and developments in policy and practice. With a particular focus on the English school system, 'effectiveness' is examined as a discourse which underpins the accountability regime, and in terms of its influence on the related field of School Improvement. Anti-democratic tendencies in areas such as school leadership, teacher professionalism, curriculum and pedagogy are related to a failure, at the heart of the 'effectiveness' concept, to give critical consideration to social and educational aims.
Keywords leadership  education policy  school effectiveness  democracy  accountability  school improvement
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DOI 10.1111/1467-8527.t01-4-00228
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Chomsky on Miseducation.Noam Chomsky - 2000 - Rowman & Littlefield Publishers.
OFSTED, Inspection and the Betrayal of Democracy.Michael Fielding - 2001 - Journal of Philosophy of Education 35 (4):695–709.

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