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Educational effectivenes: the development of the discipline, the critiques, the defence and the present debate

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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Citation

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).

More information

Published date: 28 May 2012

Identifiers

Local EPrints ID: 344555
URI: http://eprints.soton.ac.uk/id/eprint/344555
ISSN: 1941-5532
PURE UUID: 7b232a17-002f-4363-931f-cac974c9eb88
ORCID for Anthony Kelly: ORCID iD orcid.org/0000-0003-4664-8585
ORCID for Daniel Muijs: ORCID iD orcid.org/0000-0002-0131-8921

Catalogue record

Date deposited: 25 Oct 2012 10:18
Last modified: 18 Jul 2017 05:15

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Contributors

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

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