Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model.

Autor/inn/en	Creemers, Bert P.; Kyriakides, Leonidas
Titel	Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model.
Quelle	In: School effectiveness and school improvement, 17 (2006) 3, S. 347-366Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0924-3453; 1744-5124
DOI	10.1080/09243450600697242
Schlagwörter	Bildung; Empirische Forschung; Forschung; Methode; Verhalten; Schule; Lehrer; Schülerleistung; Modellbildung; Unterricht; Effektivität; Einflussfaktor; Theorie
Abstract	Researchers in the area of educational effectiveness should attempt to develop a new theoretical framework. A critical analysis of the current models of educational effectiveness research is provided and reveals that a dynamic model of effectiveness must: (a) be multilevel in nature, (b) be based on the assumption that the relation of some effectiveness factors with achievement may be curvilinear, (c) illustrate the dimensions upon which the measurement of each effectiveness factor should be based, and (d) define relations among the effectiveness factors. In principle, each factor that refers to the classroom, school, and system, can be measured by taking into account five dimensions: frequency, focus, stage, quality, and differentiation. Examples of measuring effectiveness factors operating at different levels using these 5 dimensions are given. More attention in describing in detail factors associated with teacher behaviour in the classroom is given, since this is seen as the starting point for the development and the testing of the dynamic model. Finally, suggestions for the next steps in the development of other parts of the model are provided. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/1