ABSTRACT
The examples of good practice which have been described were observed in classes which differed greatly in terms of the accommodation and facilities, the number of children in the group, the ethnic mix of the pupils, and the curricular strengths of the individual teachers. Although there were these differences some common features were apparent. It is not the intention, in what follows, to reflect a particular theory of learning but simply to point out some of the common characteristics associated with good practice in the schools. These features are discussed as two groups; the first, setting out those things which were predominantly characteristic of the whole school; the second, focusing more closely on the classroom, on what the children were doing and how the teachers were achieving a high quality of response.
CHARACTERISTICS OF THE SCHOOLS
