Abstract
The main theoretical frameworks which have been developed in order to describe effective education are presented. Specifically, it is argued that by moving from Carroll’s model of school learning to the comprehensive model of educational effectiveness and, ultimately, to the dynamic model of educational effectiveness, the complex nature of educational effectiveness can be described more precisely. Moreover, the latter theoretical model takes into account the dynamic perspective of education and incorporates the results of research on differential teacher effectiveness into a generic model describing effective teaching practice. Furthermore, it is acknowledged that previous studies on teacher effectiveness have not been able to make a significant impact upon teacher training and professional development, whereas the establishment of the dynamic model of educational effectiveness may contribute significantly to addressing the main weaknesses of the field.
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