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The Future Agenda of Studies into the Effectiveness of Schools

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Enhancing Educational Excellence, Equity and Efficiency

Abstract

This chapter briefly summarizes some of the common findings in and some of the major criticisms of school effectiveness research. Eleven ‘cutting edge’ areas are identified where it is argued that the future of the discipline lies in terms of a research agenda to continue disciplinary advance. These areas are: the need to use multiple outcome measures; the need to use the third, relational dimension of school; the need to expand the study of context variables; the need to analyze range within schools and classrooms; the need to study the possibly additive nature of school and family effects; the need to explore the interface between levels of schooling; the need to study naturally occurring experiments; the need to expand variation at the school level; the need to study school failure or dysfunctionality; the need to use multilevel structural models, the need to recognize the salience of issues concerning curriculum and assessment.

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Author information

Authors and Affiliations

  1. Department of Education, University of Durham, UK

    David Reynolds

  2. College of Education, Louisiana State University, Baton Rouge, USA

    Charles Teddlie

Authors
  1. David Reynolds
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  2. Charles Teddlie
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Editor information

Editors and Affiliations

  1. University of Twente, The Netherlands

    Roel J. Bosker

  2. University of Groningen, The Netherlands

    Bert P. M. Creemers

  3. Johns Hopkins University, Baltimore, USA

    Sam Stringfield

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© 1999 Springer Science+Business Media Dordrecht

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Reynolds, D., Teddlie, C. (1999). The Future Agenda of Studies into the Effectiveness of Schools. In: Bosker, R.J., Creemers, B.P.M., Stringfield, S. (eds) Enhancing Educational Excellence, Equity and Efficiency. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4253-3_10

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  • DOI: https://doi.org/10.1007/978-94-011-4253-3_10

  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-010-5844-5

  • Online ISBN: 978-94-011-4253-3

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