Systemic, Whole-School Reform of the Middle Years of Schooling

A large scale longitudinal study into the cognitive and affective development of pupils in Australian schools between kindergarten and grade 11, shows stagnation both in math and language in the middle years of schooling. Moreover, attitudes towards schools are rapidly declining during this stage. Building on the educational effectiveness knowledge base guiding principles for a reform of the middle years are outlined, and it is advocated that a whole school design instead of an incremental approach is needed to bring about the desired changes.

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