Getting lost in translation? An analysis of the international engagement of practitioners and policy-makers with the educational effectiveness research base
Getting lost in translation? An analysis of the international engagement of practitioners and policy-makers with the educational effectiveness research base
Educational effectiveness research (EER) has accumulated much knowledge in the areas of school effectiveness research (SER), teacher effectiveness research (TER) and school/system improvement research (SSIR). Yet many schools and educational systems are not making enough use of the material and their insights. The article reviews evidence of practitioner engagement and finds it limited in the areas of SER, greater in the area of TER and most prevalent in SSIR. Policy-maker engagement has been notable in some countries, but more limited in others. The article concludes by arguing for a new paradigm of EER that studies multiple levels of the educational system simultaneously utilising multiple methods and involves practitioners and policy-makers in a true EER community of expertise, in order to increase the reach and take-up of the discipline
3-19
Harris, Alma
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Chapman, Chris
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Reynolds, David
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Muijs, Daniel
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Campbell, Carol
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Creemers, Bert
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Earl, Lorna
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Munoz, Gonzalo
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Kyriakides, Leonidas
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Stringfield, Sam
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van Velzen, Boudewijn
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Weinstein, Jose
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2013
Harris, Alma
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Chapman, Chris
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Reynolds, David
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Muijs, Daniel
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Campbell, Carol
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Creemers, Bert
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Earl, Lorna
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Munoz, Gonzalo
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Kyriakides, Leonidas
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Stringfield, Sam
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van Velzen, Boudewijn
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Weinstein, Jose
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Harris, Alma, Chapman, Chris, Reynolds, David, Muijs, Daniel, Campbell, Carol, Creemers, Bert, Earl, Lorna, Munoz, Gonzalo, Kyriakides, Leonidas, Stringfield, Sam, van Velzen, Boudewijn and Weinstein, Jose
(2013)
Getting lost in translation? An analysis of the international engagement of practitioners and policy-makers with the educational effectiveness research base.
School Leadership and Management, 33 (1), .
(doi:10.1080/13632434.2012.723622).
Abstract
Educational effectiveness research (EER) has accumulated much knowledge in the areas of school effectiveness research (SER), teacher effectiveness research (TER) and school/system improvement research (SSIR). Yet many schools and educational systems are not making enough use of the material and their insights. The article reviews evidence of practitioner engagement and finds it limited in the areas of SER, greater in the area of TER and most prevalent in SSIR. Policy-maker engagement has been notable in some countries, but more limited in others. The article concludes by arguing for a new paradigm of EER that studies multiple levels of the educational system simultaneously utilising multiple methods and involves practitioners and policy-makers in a true EER community of expertise, in order to increase the reach and take-up of the discipline
Text
13632434.2012.723622
- Other
More information
Published date: 2013
Organisations:
Leadership School Improve &Effectiveness
Identifiers
Local EPrints ID: 350960
URI: http://eprints.soton.ac.uk/id/eprint/350960
ISSN: 1363-2434
PURE UUID: 56fa4b88-96f3-4da5-9ab1-60ed774739ba
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Date deposited: 11 Apr 2013 13:14
Last modified: 14 Mar 2024 13:34
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Contributors
Author:
Alma Harris
Author:
Chris Chapman
Author:
David Reynolds
Author:
Carol Campbell
Author:
Bert Creemers
Author:
Lorna Earl
Author:
Gonzalo Munoz
Author:
Leonidas Kyriakides
Author:
Sam Stringfield
Author:
Boudewijn van Velzen
Author:
Jose Weinstein
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