School effectiveness research. From a review of the criticism to recommendations for further development.

Autor/inn/en	Luyten, Hans; Visscher, Adrie; Witziers, Bob
Titel	School effectiveness research. From a review of the criticism to recommendations for further development.
Quelle	In: School effectiveness and school improvement, 16 (2005) 3, S. 249-279Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Ideologie; Ideologiekritik; Erziehungsziel; Erziehungsauftrag; Forschung; Methodologie; Objektivität; Schule; Schulforschung; Schulentwicklung; Schulleistung; Feedback; Politik; Organisationsentwicklung; Effizienz; Kritik; Qualität; Theorie; Wirkung
Abstract	School effectiveness research (SER) has flourished since the 1990s. In recent years, however, various authors have criticised several aspects of SER. A thorough review of recent criticism can serve as a good starting point for addressing the flaws of SER, where appropriate, thereby supporting its further development. This article begins by reviewing the criticism from different perspectives by discussing the political-ideological nature of SER, its theoretical limitations and the research methodology it applies. The review of each type of criticism is accompanied by a review of the recommendations that the critics propose for improving SER. [The authors] then proceed to present [their] views on each line of criticism and propose 5 avenues that [they] consider promising for the further development of SER. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/1