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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), pp. 109-127. (doi:10.1080/19415532.2011.686168).

Record type: Article


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

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Published date: 28 May 2012


Local EPrints ID: 344555
ISSN: 1941-5532
PURE UUID: 7b232a17-002f-4363-931f-cac974c9eb88
ORCID for Anthony Kelly: ORCID iD
ORCID for Daniel Muijs: ORCID iD

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Date deposited: 25 Oct 2012 10:18
Last modified: 27 Sep 2017 16:31

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Author: David Reynolds
Author: Christopher P. Chapman
Author: Anthony Kelly ORCID iD
Author: Daniel Muijs ORCID iD
Author: P. Sammons

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