ABSTRACT
This chapter outlines the characteristics of effective schools in some detail but also considers the research findings on ineffective or less effective schools. It discusses the strengths and limitations of the field and describes the application of the research findings for school improvement. Evidence from many school effectiveness studies demonstrates that strong, positive leadership is an important contributory factor to school effectiveness. The majority of school effectiveness studies found that monitoring was an important procedure in effective schools, both as a prelude to planning instructional tactics, altering pedagogy or increasing/decreasing workloads. P. Mortimore et al. found that rewards were an important feature of effective schools and could be given in a variety of ways, if the school's policy was positive. The nature of parental involvement in schools is possibly one of the most important features of effective schools. With the exception of one or two early studies, little is known about the features of less effective or ineffective schools.
