Abstract:
Efforts to increase senior secondary retention rates and improve schooling for marginalized students
have been influenced by the school effectiveness perspective. This paper outlines several problematic
aspects of this perspective and proposes an alternative orientation centred around 'care'. Drawing
on research with students and teachers at two alternative schools, this paper argues that
successful teaching and learning in these settings relied on a recognition of teaching as a caring
profession and of the emotional dimension of schooling. These findings provide evidence for 'practice-
with-hope', indicating that critique of aspects of school effectiveness research can provide an
alternative approach for schools to make a difference.
