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

Reynolds, D., Chapman, C. , Kelly, A., Muijs, D. and Sammons, P. (2011) Educational effectiveness: the development of the discipline, the critiques, the defence, and the present debate. Effective Education, 5(2), pp. 109-127. (doi:10.1080/19415532.2011.686168)

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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.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Chapman, Professor Christopher
Authors: Reynolds, D., Chapman, C., Kelly, A., Muijs, D., and Sammons, P.
College/School:College of Social Sciences > School of Education
Journal Name:Effective Education
ISSN:1941-5532
Published Online:28 May 2012

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