Educational Effectiveness Research (EER): A State-of-the-Art Review

Autor/inn/en	Reynolds, David; Sammons, Pam; De Fraine, Bieke; Van Damme, Jan; Townsend, Tony; Teddlie, Charles; Stringfield, Sam
Titel	Educational Effectiveness Research (EER): A State-of-the-Art Review
Quelle	In: School Effectiveness and School Improvement, 25 (2014) 2, S.197-230 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2014.885450
Schlagwörter	Educational Research; School Effectiveness; Literature Reviews; Meta Analysis; Teacher Effectiveness; Educational Policy; Educational History; Research Methodology; Educational Theories; Outcomes of Education; Educational Practices; Alignment (Education); Research Needs; Evidence; Research Problems; Test Reliability; Test Validity; Educational Change; Foreign Countries; Australia; Belgium; Cyprus; France; Germany; Netherlands; New Zealand; Sweden; United Kingdom; United States + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Schuleffizienz; Meta-analysis; Metaanalyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Research method; Forschungsmethode; Educational theory; Theory of education; Bildungstheorie; Lernleistung; Schulerfolg; Bildungspraxis; Forschungsbedarf; Evidenz; Forschungskritik; Testreliabilität; Testvalidität; Bildungsreform; Ausland; Australien; Belgien; Zypern; Frankreich; Deutschland; Niederlande; Neuseeland; Schweden; Großbritannien; USA
Abstract	Research and scholarship into educational effectiveness research (EER) is comprehensively reviewed from the UK, The Netherlands, the US, Cyprus, Belgium, Sweden, France, Germany, New Zealand, Australia, and other societies, dating from the field's origins in the 1970s. Issues include its history, methodological and theoretical advances, scientific properties of school effects, processes at school and classroom level behind these effects, the somewhat limited translation of findings into policy and practice across the world, and future directions for research and practice in EER and for all of the discipline more generally. Future research needs are argued to be a further concentration upon teaching/teachers, more longitudinal studies, more work on possible context specificity, exploration of the cross-level transactions between schools and their teachers/classrooms, the adoption of "efficiency" as well as "effectiveness" as outcome measures, and a renewed focus upon the education of the disadvantaged, the original focus of our discipline when it began. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10