English

This article gives a brief description of school improvement in Canada over several decades and describes the difficulties — conceptual, technical and communicative — associated with evaluating school improvement. Through a case example, the authors draw attention to the problems associated with the "live-action" world of school improvement and highlight the responsibility of researchers and evaluators to choose the appropriate method, consider the consequences of their work and be aware of the policy implications that accompany any evaluation that addresses current policy issues.

0
Pages
151-174
File