School Structures: transforming urban complex schools into better learning communities
FORUM - ISSN 0963-8253
Volume 50 Number 2 (2008)
School Structures: transforming urban complex schools into better learning communities
MAX HAIMENDORF, JACOB KESTNER pages 191-198
DOI: 10.2304/forum.2008.50.2.191
Abstract
This article, which forms part of the policy booklet Lessons from the Front written by participants and Ambassadors of the Teach First scheme, argues that educational outcomes are often adversely affected by the size and structure of many urban complex schools. Rather than multiplying the efforts of teachers, too often the organisational model of these schools works against them, militating against the development of effective teacher-student relationships. For many teachers, the fruits of their efforts are 'merely' that the world does not fall down around their ears: not too many fights occur, expulsions are kept to a minimum and there are just enough GCSEs at A*-C. Clearly this is not good enough. The article considers how organisational structures in urban complex schools can work to multiply teachers' efforts, creating learning communities that foster more positive educational outcomes.
To cite this article
MAX HAIMENDORF, JACOB KESTNER (2008) School Structures: transforming urban complex schools into better learning communities, FORUM, 50(2), 191-198. https://doi.org/10.2304/forum.2008.50.2.191