School, Teaching, and System Effectiveness: Some Comments on Three State-of-the-Art Reviews

Autor/in	Scheerens, Jaap
Titel	School, Teaching, and System Effectiveness: Some Comments on Three State-of-the-Art Reviews
Quelle	In: School Effectiveness and School Improvement, 25 (2014) 2, S.282-290 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2014.885453
Schlagwörter	Stellungnahme; Teacher Effectiveness; School Effectiveness; Educational Improvement; Systems Development; Reader Response; Organizational Effectiveness; Educational Development; Robustness (Statistics); Educational Research; Educational Theories; Research Problems; Evidence + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schuleffizienz; Teaching improvement; Unterrichtsentwicklung; System development; Systementwicklung; Leserbrief; Unternehmenserfolg; Bildungsentwicklung; Widerstandsfähigkeit; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Forschungskritik; Evidenz
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10