Educational effectiveness: the development of the discipline, the critiques, the defence, and the present debate
Educational effectiveness: the development of the discipline, the critiques, the defence, and the present debate
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.
1-19
Reynolds, David
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Chapman, Christopher
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Kelly, Anthony
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Muijs, Daniel
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Sammons, Pamela
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September 2012
Reynolds, David
7761a0ea-0758-4410-8ce0-048db979902e
Chapman, Christopher
977cfce0-6a40-4ede-8cab-29fb44d03582
Kelly, Anthony
1facbd39-0f75-49ee-9d58-d56b74c6debd
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Sammons, Pamela
6e0fda4f-4780-4368-a64e-637cb182428e
Reynolds, David, Chapman, Christopher, Kelly, Anthony, Muijs, Daniel and Sammons, Pamela
(2012)
Educational effectiveness: the development of the discipline, the critiques, the defence, and the present debate.
Effective Education, 3 (2), .
Abstract
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.
Text
Reynolds et al(2012) Educnl effectvns-developmt of discipline.pdf
- Accepted Manuscript
More information
Published date: September 2012
Identifiers
Local EPrints ID: 372453
URI: http://eprints.soton.ac.uk/id/eprint/372453
ISSN: 1941-5532
PURE UUID: abfc52d0-d20a-405f-b906-62ab7bbfa622
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Date deposited: 10 Dec 2014 16:58
Last modified: 15 Mar 2024 03:14
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Author:
David Reynolds
Author:
Christopher Chapman
Author:
Pamela Sammons
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