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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
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
1363-2434
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
c28faef7-0f5a-48c5-bf49-89b8a9c52dd8
Harris, Alma
55f2bce5-f9e9-46ee-a785-fd16e73a8770
Chapman, Chris
6cedde87-3722-45fb-9dd0-d992fa04332f
Reynolds, David
7761a0ea-0758-4410-8ce0-048db979902e
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Campbell, Carol
a2bb7c06-d632-4cbc-9fd4-d81a1de1cc02
Creemers, Bert
5304f1fa-704a-432e-9172-4c69ca030890
Earl, Lorna
336afc4e-a04f-47a0-b926-ea4b33f3fd30
Munoz, Gonzalo
2fb72a09-0777-480b-bcf3-6bfa4a3d1241
Kyriakides, Leonidas
957ad7a5-4ae4-4045-adeb-d315c3b9bce6
Stringfield, Sam
4ba3cd75-3666-429d-9d0e-8ec2c8300f14
van Velzen, Boudewijn
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Weinstein, Jose
c28faef7-0f5a-48c5-bf49-89b8a9c52dd8

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), 3-19. (doi:10.1080/13632434.2012.723622).

Record type: Article

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

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13632434.2012.723622 - Other
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Published date: 2013
Organisations: Leadership School Improve &Effectiveness

Identifiers

Local EPrints ID: 350960
URI: https://eprints.soton.ac.uk/id/eprint/350960
ISSN: 1363-2434
PURE UUID: 56fa4b88-96f3-4da5-9ab1-60ed774739ba
ORCID for Daniel Muijs: ORCID iD orcid.org/0000-0002-0131-8921

Catalogue record

Date deposited: 11 Apr 2013 13:14
Last modified: 06 Jun 2018 12:33

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