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https://www.hup.harvard.edu/catalog.php?isbn=9780674300262
In Fifteen Thousand Hours, Michael Rutter and his colleagues show conclusively that schools can make a difference. In a three-year study of a dozen secondary schools in a large urban area, Rutter’s team found that some schools were demonstrably better than others at promoting the academic and social success of their students.
https://books.google.com/books/about/Fifteen_Thousand_Hours.html?id=j_7FcLrSrEQC
In Fifteen Thousand Hours, Michael Rutter and his colleagues show conclusively that schools can make a difference. In a three-year study of a dozen secondary schools in a large urban area, Rutter's team found that some schools were demonstrably better than others at promoting the academic and social success of their students.Author: Michael Rutter
https://searchworks.stanford.edu/view/745121
Fifteen thousand hours : secondary schools and their effects on children. Responsibility Michael Rutter ... [et al.]. Imprint Cambridge, Mass. : Harvard University Press, 1979. Physical description ... 1979 Note Includes indexes. ISBN 0674300254. 0674300300 (pbk.) 0674300254 9780674300255
https://catalogue.nla.gov.au/Record/151208
Rutter, Michael. (1979). Fifteen thousand hours : secondary schools and their effects on children. London : Open Books. MLA Citation. Rutter, Michael. Fifteen thousand hours : secondary schools and their effects on children / Michael Rutter ... [et al.] Open …Bib ID: 151208
https://relationalschools.org/2017/03/12/rutter-m-et-ai-1979-fifteen-thousand-hours-london-open-books/
Mar 12, 2017 · Rutter, M. et aI. (1979) Fifteen Thousand Hours. London: Open Books. March 12, 2017. October 15, 2017. RSPadmin. Based on a three-year study of a dozen secondary schools in a large urban area, this book explores the clear and interesting differences between the schools that promote success and the schools that promote failure.
https://files.eric.ed.gov/fulltext/ED344304.pdf
Rutter et al (1979) study Fifteen Thousand Hours (see for example those of Acton, 1980, and Goldstein, 1980), and in some of the reception given to our early work
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