Abstract
This paper discusses a series of recent critiques of school effectiveness (SE) research from within the academic community and the responses to them by SE researchers. It uses these as a basis to explore the nature of current SE research and its relationship with government policy. It is argued that much SE research has been too closely concerned with specific government policies as well as having weak theoretical and empirical support. The general response of the SE community to these criticisms is judged to be inadequate and recommendations for future directions are made.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
