Abstract
In this chapter Jaap Scheerens outlines a conceptual map of the conditions for effective schooling. He does this by examining the ‘modes’, ‘mechanisms’ and ‘levers’ of schooling. Modes are the various malleable dimensions of schooling. Mechanisms are theory embedded principles that could explain why certain factors work in education. Levers are the operational action implications of mechanisms. In the second part of the chapter he assesses the knowledge base of school effectiveness research by establishing to what extent empirical research covers the conceptual map, by examining the formal structure of integrated models and by evaluating the results of empirical research. In the last section of the chapter Scheerens draws out the implications for school improvement. He further discusses the concepts of educational leadership and evaluation-oriented school policy as being the most promising levers for school improvement, particularly within the school management mode.
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Scheerens, J. (2005). The School Effectiveness Knowledge Base as a Guide for School Improvement. In: Hopkins, D. (eds) The Practice and Theory of School Improvement. Springer, Dordrecht. https://doi.org/10.1007/1-4020-4452-6_4
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