Sue Goldrick

• The University of Manchester

This article describes the design process of a tool for teacher reflection on the response to the diversity of students in schools. The tool has been checked by 31 British and Spanish researcher "inter-judges" to ensure its content validity. These professionals were asked to draw on their knowledge and experience of response to diversity, inclusive...

Drawing on experiences in England over many years, this paper explores the authors’ efforts to use collaborative inquiry in order to foster greater equity within schools. All of this is set within national policy contexts that emphasise increased school autonomy, competition, and accountability as central improvement strategies. It is argued that w...

Using evidence from a series of studies carried out over 20 years, this article explores ways of developing schools that are effective for all children and young people. The argument developed is intended to challenge those leading school improvement to return to their historical purpose, that of ensuring a sound education for every child. The auth...

In this study we undertook to look at leadership issues specifically in relation to social inclusion, through a series of six case studies in three districts showing high levels of disadvantage. Findings indicated that schools' views on social inclusion could be typified as leaning towards three main orientations: (1) improving achievement and qual...

Developing more equitable education systems, in which the link between disadvantage, education and life chances can be effectively challenged, is central to establishing a more just society. This presents policymakers, educators and researchers with a moral imperative to act to move education systems in more equitable directions. However, there has...