Educational effectivenes: the development of the discipline, the critiques, the defence and the present debate
Reynolds, David, Chapman, Christopher P., Kelly, Anthony, Muijs, Daniel and Sammons, P. (2012) Educational effectivenes: the development of the discipline, the critiques, the defence and the present debate. Effective Education, 3, (2), 109-127. (doi:10.1080/19415532.2011.686168).
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Educational effectiveness research (EER) has made a significant contribution to our understanding of the characteristics and processes associated with more and less effective schools in a diverse range of contexts. However, this remains a contested field of inquiry and has been subjected to significant critique. This paper examines the origins and development of EER and summarises the key critiques and defences of the field during the past 30 years. It then moves on to examine the recent critique of the field by Stephen Gorard in the UK and responds by highlighting statistical errors and simplistic claims made by Gorard about the field's involvement with the development of national value-added systems and interaction with policy-making in his recent papers
|Digital Object Identifier (DOI):||doi:10.1080/19415532.2011.686168|
|Subjects:||L Education > LC Special aspects of education|
|Divisions:||Faculty of Social and Human Sciences > Southampton Education School > Leadership, School Improvement and Effectiveness (LSIE)
|Date Deposited:||25 Oct 2012 10:18|
|Last Modified:||27 Mar 2014 20:26|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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