Getting lost in translation? An analysis of the international engagement of practitioners and policy-makers with the educational effectiveness research base

Harris, A. et al. (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), pp. 3-20. (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.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Chapman, Professor Christopher
• Authors: Harris, A., Chapman, C., Muijs, D., Reynolds, D., Campbell, C., Creemers, B., Earl, L., Kyriakides, L., Munoz, G., Stoll, L., Stringfield, S., van Velzen, B., and Weinstein, J.
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > Educational Leadership & Policy
• Journal Name: School Leadership and Management
• Publisher: Taylor and Francis
• ISSN: 1363-2434
• ISSN (Online): 1364-2626
• Published Online: 07 December 2012
• Copyright Holders: Copyright © 2013 Taylor and Francis
• First Published: First published in School Leadership and Management 33(1):3-20
• Publisher Policy: Reproduced under a Creative Commons License