Getting lost in translation? An analysis of the international engagement of practitioners and policy-makers with the educational effectiveness research base

Alma Harris, Christopher Chapman, Daniel Muijs, David Reynolds, Carol Campbell, Bert Creemers, Lorna Earl, Leonidas Kyriakides, Gonzalo Munoz, Louise Stoll, Sam Stringfield, Boudewijn Van Velzen, Jose Weinstein

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)

Abstract

Educational effectiveness research (EER) has accumulated much knowledge in the areas of school effectiveness research (SER), teacher effectiveness research (TER) and school/system improvement research (SSIR). Yet many schools and educational systems are not making enough use of the material and their insights. The article reviews evidence of practitioner engagement and finds it limited in the areas of SER, greater in the area of TER and most prevalent in SSIR. Policy-maker engagement has been notable in some countries, but more limited in others. The article concludes by arguing for a new paradigm of EER that studies multiple levels of the educational system simultaneously utilising multiple methods and involves practitioners and policy-makers in a true EER community of expertise, in order to increase the reach and take-up of the discipline.

Original languageEnglish
Pages (from-to)3-19
Number of pages17
JournalSchool Leadership and Management
Volume33
Issue number1
DOIs
Publication statusPublished - 1 Feb 2013

Keywords

  • educational effectiveness
  • school effectiveness
  • school improvement
  • teacher effectiveness

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