How much do schools really matter? How sure are we on "what works"
in education and why? Why is it that certain educational practices
work better than others in improving educational
effectiveness?
In this book recent research and theoretical interpretations are
used in a critical analysis of the knowledge base on educational
effectiveness. It offers new insights into the most promising
levers for school improvement and shows future directions for
educational research.
In the first part of the book concepts of school and educational
analysis are defined, and various alternative perspectives
discussed. The scope and range of application of the concept of
school effectivenesss is demonstrated by referring to empirical
studies on the stability of school effects over time, the
consistency of effects over grades, classrooms and subject matter
areas and the generalizability of research findings across
contexts. Particular attention is given to international
comparative findings.
The second part of the book is an assessment of the available
knowledge base by means of a context analysis of instruments to
measure hypothetical effectiveness enhancing conditions and a
review of reviews and meta-analyses.
In the third part the modelling and theoretical interpretation
of educational effectiveness is the central issue, laying bare
basic explanatory mechanisms that are examined for their usefulness
as levers for school improvement.
In the final chapter implications for future research in
educational effectiveness are examined.
General
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