Abstract
Reviewers of the school effectiveness literature rarely forget to mention the importance of the formation of theory. Yet, the actual practice of school effectiveness research is rather atheoretical. In this article two types of studies are discussed that may strengthen the conceptual and theoretical basis of school effectiveness research: foundational studies, aimed at resolving basic conceptual questions regarding the construct of school effectiveness and fundamental studies aimed at the development and testing of school effectiveness models using available theories from the social sciences.
A list of concrete items for the school effectiveness research agenda is the result of this exploration of conceptual and theoretical issues.
A list of concrete items for the school effectiveness research agenda is the result of this exploration of conceptual and theoretical issues.
| Original language | English |
|---|---|
| Pages (from-to) | 17-36 |
| Number of pages | 20 |
| Journal | School effectiveness and school improvement |
| Volume | 4 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 1993 |