ABSTRACT
How can we improve the quality of our practice in our school? Quality is an elusive concept particularly for schools in the primary phase. Good primary practice itself is problematic. Thus ‘the “good” in “good primary practice” tends to be asserted but seldom demonstrated … educational justifications for practice may be tacit rather than articulated … those with power may assume the right to impose their preferred versions of good practice … the front of consensus has to be maintained at all costs…’ (Alexander, 1992:180).
