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Rethinking the Quest for School Improvement: Some Findings from the DESSI Study


by A. Michael Huberman & Matthew B. Miles 1984

A review of the Study of Dissemination Efforts Supporting School Improvement (DESSI) field study indicated a need for reorganization of the conceptual paradigms used to account for school improvement. Current paradigms do not account for the rational and conflict theories of social change. (Source: ERIC)


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Cite This Article as: Teachers College Record Volume 86 Number 1, 1984, p. 34-54
http://www.tcrecord.org ID Number: 928, Date Accessed: 12/17/2017 10:22:40 PM

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About the Author
  • A. Huberman
    University of Geneva

  • Matthew Miles
    Center for Policy Research, New York City

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