School Effectiveness and School Improvement in the United Kingdom

School Effectiveness and School Improvement in the United Kingdom

In the United Kingdom, school-effectiveness research has significantly influenced both policy and practice. Research demonstrates considerable methodological sophistication, with axiomatic use of multilevel modeling, cohort studies, multiple intake and outcome measures, and limited attempts to analy...

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Veröffentlicht in:School effectiveness and school improvement 1996-01, Vol.7 (2), p.133-158
Hauptverfasser: Reynolds, David, Sammons, Pam, Stoll, Louise, Barber, Michael, Hillman, Josh
Format: Artikel
Sprache:eng
Schlagworte:
Educational Improvement
Educational Policy
Effective Schools Research
Elementary Secondary Education
Foreign Countries
Research Methodology
School Effectiveness
Theory Practice Relationship
United Kingdom
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Zusammenfassung:In the United Kingdom, school-effectiveness research has significantly influenced both policy and practice. Research demonstrates considerable methodological sophistication, with axiomatic use of multilevel modeling, cohort studies, multiple intake and outcome measures, and limited attempts to analyze instructional processes. The historic split between effectiveness researchers and improvement practitioners is slowly fading. (113 references) (MLH)
ISSN:0924-3453
1744-5124
DOI:10.1080/0924345960070203