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This book is a critical assessment of the knowledge base on educational effectiveness, covering a period of five decades of research. It formulates a “lean” theory of good schooling, and identifies and explains instances of “ineffectiveness”, such as low effect sizes of malleable conditions, for which expectations are highly strung. The book presents a systemic outlook on educational effectiveness and improvement, as it starts out from an integrated multi-level model that comprises system level, school level and instructional conditions. It offers a classification of school improvement strategies and scenarios for system level educational improvement. Above all, the analysis is very systematic, comprehensive and strongly grounded in theory. The book includes a case study analysis of various strands of improvement-oriented educational policy in the Netherlands as an illustration of some of the arguments used.
This volume explores the influence of students' background on educational outcomes, ways of contextualising school performance, and current issues and developments in school effectiveness research. Also investigated is how the research contributes to understanding of school and classroom processes.
Despite the advances in educational effectiveness theory and methodology in the last 20 years, important questions and issues remain unresolved. In particular, existing theoretical frameworks of educational effectiveness are only able to describe the interrelationship among factors at the system, school, classroom, and student levels and their cross-level interdependency in a very general manner. Additionally, although a large number of studies provide empirical evidence of the impact of single factors and factor constellations on student learning, the embedding of the empirically identified results in theoretical models of educational effectiveness has to be carried out more systematically in order to develop more elaborated theories of educational effectiveness. The aim of this book is to contribute to the advancement of educational effectiveness theory by discussing different strategies: including alternative theoretical models to understand educational in/effectiveness, extending the methodology to analyze processes and mechanisms of educational in/effectiveness, analyzing differential effects of processes and instruments on educational in/effectiveness, carrying out complex multivariate analyses considering manifest and latent variables, and combining theory and practice in real school situations. Taken together, the strategies presented in this book make it clear that the advancement of educational effectiveness theory depends on the advancement of educational effectiveness methodology, or in other words: from theory to methodology and from empirical evidence back to theory. This book was originally published as a special issue of School Effectiveness and School Improvement.
This book explores the key characteristics that make a school effective.
This book aims to make a contribution to the theory, research and practice on quality and equity in education by providing a comprehensive overview of these two dimensions of educational effectiveness and proposing a methodological instrument that may be used to measure the contribution that each school can make to promoting equity. The importance of using this instrument is demonstrated by analysing results of various effectiveness studies conducted over the last decade. The book draws upon research across the world, especially research conducted in the Europe, the United States, and Australasia. It is shown that promoting equity has no negative effect on the promotion of quality. The importance of using this methodological instrument to identify factors that promote both quality and equity at different educational levels (i.e. teacher, school and educational system) is stressed. The book also demonstrates how we can measure stability and changes in the effectiveness status of schools over time in terms of fostering quality and equity. In addition it underlines the importance of identifying factors measuring changes in the effectiveness status of schools in terms of equity and points to the alternative strategies that can be used at school and system level. In our attempt to encourage the further development and use of this methodology for school improvement purposes, we demonstrate how experimental studies can be conducted to discover whether and under which conditions the proposed methodology can help schools promote both quality and equity. Finally, implications for school evaluation, research, educational policy and practice are drawn. In this way, the book contributes significantly to the debate on how quality and equity can be achieved and encourages policy-makers and practitioners not to view these two dimensions of effectiveness as being in competition with each other but as constituting the major objectives of any reform policy and/or improvement effort at school and/or national levels.
This open access book seeks to create a forum for discussing key questions regarding theories on teaching: Which theories of teaching do we have? What are their attributes? What do they contain? How are they generated? How context-sensitive and content-specific do they need to be? Is it possible or even desirable to develop a comprehensive theory of teaching? The book identifies areas of convergence and divergence among the answers to these questions by prominent international scholars in research on teaching. Initiating exchanges among the authors, it then evaluates whether consensus can be reached on the areas of divergence. The book concludes by discussing lessons learned from this endeavor and outlines steps that need to be taken for advancing future work on theorizing teaching. As such, the book is aimed at readers interested in an overview of the theorizing of teaching and key open questions that, if addressed, help to move the field forward.
The International Handbook of Educational Effectiveness and Improvement draws together leading academics and researchers in the field to reflect on the history, traditions and the most recent developments in this dynamic and influential field. This handbook provides a comprehensive overview of: the foundations of the field the evolution of educational effectiveness theory and methodology the links with other research disciplines the links between policy and practice. In conclusion, the handbook sets out a new agenda for future educational effectiveness research. This handbook is an essential resource for those interested in the effectiveness of educational systems, organisations and classrooms. It offers academics, researchers, students and policy-makers new insights into the latest thinking and evidence about educational effectiveness.
First published in 1999, this volume attempts to draw the literature on school effectiveness and teacher effectiveness together in one volume. Its central tenet is that classroom effectiveness is central to school effectiveness and that there is much to be gained from integrating the literature on effective schooling and effective teaching. Issues discussed include departments, classroom communication and teacher expectation, motivation and feedback.
The aim of this book is to bridge the widening gap between ongoing educational reforms and the lack of advances in knowledge, research and practice. Included is a description of new mechanisms in fields such as leadership, staff development and curriculum change.