TY - JOUR
T1 - School, teaching, and system effectiveness: some comments on three state-of-the-art reviews
AU - Scheerens, Jaap
N1 - Special Issue: A state-of-the-art review – educational effectiveness, teacher effectiveness and professional learning, and school and system improvement
PY - 2014
Y1 - 2014
N2 - In this commentary, the 3 review papers by Reynolds et al. (this issue), Muijs et al. (this issue), and Hopkins, Stringfield, Harris, Stoll, and Mackay (this issue) on “educational effectiveness”, “teaching effectiveness”, and “school and system improvement” are discussed. In the text, the 3 papers are occasionally indicated by the acronyms EER, TE, and SSI. Topics that are dealt with are the organization of the field and the dimensions on which development in each field has been described. Next, the robustness of the knowledge base and the use of theory are discussed. The paper ends by referring to some blank spots and alternative “negative” conceptions on why plausible expectations about what works may not be met.
AB - In this commentary, the 3 review papers by Reynolds et al. (this issue), Muijs et al. (this issue), and Hopkins, Stringfield, Harris, Stoll, and Mackay (this issue) on “educational effectiveness”, “teaching effectiveness”, and “school and system improvement” are discussed. In the text, the 3 papers are occasionally indicated by the acronyms EER, TE, and SSI. Topics that are dealt with are the organization of the field and the dimensions on which development in each field has been described. Next, the robustness of the knowledge base and the use of theory are discussed. The paper ends by referring to some blank spots and alternative “negative” conceptions on why plausible expectations about what works may not be met.
KW - IR-89635
KW - METIS-302837
U2 - 10.1080/09243453.2014.885453
DO - 10.1080/09243453.2014.885453
M3 - Article
SN - 0924-3453
VL - 25
SP - 282
EP - 290
JO - School effectiveness and school improvement
JF - School effectiveness and school improvement
IS - 2
ER -
