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The disciplines of school effectiveness research and school improvement practice and research have been strangers for too long. This book is the first major attempt, by leading writers and practitioners in these fields, to bring the areas together in a coherent way. Existing knowledge about the characteristics of "good" schools is outlined, along with the knowledge base about making schools into "good schools". The book makes an entirely original contribution to re-thinking practice in school improvement that can revolutionize our current thinking, and which can be of use to academics, policymakers and practitioners.