An introduction to school effectiveness research

David Reynolds, Charles Teddlie, Bert Creemers, Jaap Scheerens, Tony Townsend

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

    Abstract

    School effectiveness research (SER) has emerged from virtual total obscurity to a now central position in the educational discourse that is taking place within many countries. From the position 30 years ago that ‘schools make no difference’ that was assumed to be the conclusions of the Coleman et al. (1966) and Jencks et al. (1971) studies, there is now a widespread assumption internationally that schools affect children’s development, that there are observable regularities in the schools that ‘add value’ and that the task of educational policies is to improve all schools in general, and the more ineffective schools in particular, by transmission of this knowledge to educational practitioners.
    Original languageEnglish
    Title of host publicationThe international handbook of school effectiveness research
    Place of PublicationLondon
    PublisherFalmer
    Pages3-25
    Number of pages22
    ISBN (Print)0-7507-0607-4
    Publication statusPublished - 1999

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  • Cite this

    Reynolds, D., Teddlie, C., Creemers, B., Scheerens, J., & Townsend, T. (1999). An introduction to school effectiveness research. In The international handbook of school effectiveness research (pp. 3-25). London: Falmer.