By Christopher Chapman, Daniel Muijs, David Reynolds, Pam Sammons, Charles Teddlie
The International guide of academic Effectiveness and development draws jointly major lecturers and researchers within the box to mirror at the heritage, traditions and the latest advancements during this dynamic and influential box. This guide presents a entire evaluate of:
- the foundations of the sphere
- the evolution of academic effectiveness concept and methodology
- the hyperlinks with different study disciplines
- the hyperlinks between policy and perform.
In end, the instruction manual units out a brand new time table for destiny academic effectiveness research.
This instruction manual is a necessary source for these attracted to the effectiveness of academic platforms, businesses and school rooms. It bargains teachers, researchers, scholars and policy-makers new insights into the newest pondering and facts approximately academic effectiveness.
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Extra resources for The Routledge International Handbook of Educational Effectiveness and Improvement: Research, policy, and practice
The long-term geometric rise in data storage and computing capabilities that is creating what is currently described as ‘big data’ analytics (Mayer-Schonberger & Cukier, 2013) will almost certainly accelerate these developments. Characteristic five: An outward facing discipline responding to criticism A wide variety of critiques of EEI have emerged over the years, no doubt in response to its rapid emergence as a discipline from nowhere, as it were, to the evidence that it was being heavily used by policymakers (see Reynolds, 2010a, for a review) and also to its popularity as a novel explanation for educational failure.
Thirdly, Fullan (2007) reported on progress in the New York City school system. His analyses indicated that strong vision, coupled with intensive staff development on instructional practices and capacity building within a constructive accountability framework, led to significant increases in levels of student achievement. Fourthly, in the United Kingdom, Reynolds, Stringfield, and Schaffer (2006) – updated in Stringfield, Reynolds, and Schaffer (2008, 2010) – reported on two district-wide efforts to implement a ‘high reliability schools’ 10â•… Chapman, Reynolds, Muijs, Sammons, Stringfield, and Teddlie initiative and on a third effort that involved only half of the secondary schools of another district.
Mixed method research data adds ‘extra value’ to EEI research that seeks to better describe, predict, and understand the variation in, and contributors to, differences in educational effectiveness. The integration and synthesis of qualitative and quantitative evidence can foster mutual illumination, and so has the potential to enable the development of EEI theories, as well as being necessary to inform and support closer links with applied research and evaluations that can promote effective school improvement initiatives and teacher development programmes.