Description
This book is a critical assessment of the knowledge base on educational effectiveness, covering a period of five decades of research. It formulates a “lean” theory of good schooling, and identifies and explains instances of “ineffectiveness”, such as low effect sizes of malleable conditions, for which expectations are highly strung. The book presents a systemic outlook on educational effectiveness and improvement, as it starts out from an integrated multi-level model that comprises system level, school level and instructional conditions. It offers a classification of school improvement strategies and scenarios for system level educational improvement. Above all, the analysis is very systematic, comprehensive and strongly grounded in theory. The book includes a case study analysis of various strands of improvement-oriented educational policy in the Netherlands as an illustration of some of the arguments used.
Table of Contents
PART I: MODELLING EDUCATIONALEFFECTIVENESS AT TEACHING, SCHOOL AND SYSTEM LEVEL.- Preface.- 1. An OverarchingConceptual Framework.- 2. Modelling Teaching and Learning.- 3. Defining the KeyFactors in Instructional Effectiveness.- 4. Modelling School Effectiveness.- 5.School Effectiveness Research and the Meaning of the Most Important EffectivenessEnhancing Conditions.- 6. System Level Context and Effectiveness Enhancing Policies.- PART 11 QUANTITATIVE RESEARCH RESULTS.-7. Effects and Effect Sizes in Educational Effectiveness Research.- 8. Meta-analysisof School and Instructional Effectiveness.-9. System Level Conditions: Miscellaneous Results.- 10. Other Syntheses of EmpiricalFindings.- PART III: THEORETICALINTERPRETATION AND PRACTICAL APPLICATION.- 11. Theories on Educational Effectiveness and Ineffectiveness.- 12. Recapitulationand Application.- 13. Case Study: Quality Oriented Educational Policy in the Netherlands.- Epilogue.
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