School effectiveness research: from a review of the criticism to recommendations for further development

Hans Luyten*, Adrie J. Visscher, Bob Witziers

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    57 Citations (Scopus)

    Abstract

    School effectiveness research (SER) has flourished since the 1980s. In recent years, however, various authors have criticised several aspects of SER. A thorough review of recent criticism can serve as a good starting point for addressing the flaws of SER, where appropriate, thereby supporting its further development. This article begins by reviewing the criticism from different perspectives by discussing the political-ideological nature of SER, its theoretical limitations and the research methodology it applies. The review of each type of criticism is accompanied by a review of the recommendations that the critics propose for improving SER. We then proceed to present our views on each line of criticism and propose 5 avenues that we consider promising for the further development of SER.
    Original languageEnglish
    Pages (from-to)249-279
    Number of pages30
    JournalSchool effectiveness and school improvement
    Volume16
    Issue number3
    DOIs
    Publication statusPublished - 2005

    Fingerprint

    Dive into the research topics of 'School effectiveness research: from a review of the criticism to recommendations for further development'. Together they form a unique fingerprint.

    Cite this