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ABSTRACT
In the U.K., in common with a growing number of countries, school development planning has been embraced with enthusiasm by practitioners and policy makers. Both groups have responded to the potential benefits of an improvement process which can integrate educational, financial and human resource needs and set and monitor the achievement of measurable goals. This paper describes the outcomes of a thirty‐two month research project funded by the Economic and Social Research Council which studied the impact of development planning in nine primary schools. It draws out the implications for practitioners and policy makers and explores some methodological issues arising from the study. The paper concludes by identifying further research priorities.
∗This study was helped by Economic and Social Research Council grant number R 000 23 3111.
Notes
∗This study was helped by Economic and Social Research Council grant number R 000 23 3111.