Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model

Bert Creemers · Leonidas E. Kyriakides

244 citations0/0 files storedSchool Effectiveness and School Improvement

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Evaluation of Teaching Practices Educational Environments and Student Outcomes Educational Assessment and Improvement

Abstract

Researchers in the area of educational effectiveness should attempt to develop a new theoretical framework. A critical analysis of the current models of educational effectiveness research is provided and reveals that a dynamic model of effectiveness must: (a) be multilevel in nature, (b) be based on the assumption that the relation of some effectiveness factors with achievement may be curvilinear, (c) illustrate the dimensions upon which the measurement of each effectiveness factor should be based, and (d) define relations among the effectiveness factors. In principle, each factor that refers to the classroom, school, and system, can be measured by taking into account five dimensions: frequency, focus, stage, quality, and differentiation. Examples of measuring effectiveness factors operating at different levels using these 5 dimensions are given. More attention in describing in detail factors associated with teacher behaviour in the classroom is given, since this is seen as the starting point for the development and the testing of the dynamic model. Finally, suggestions for the next steps in the development of other parts of the model are provided.

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References

1986Handbook of research on teaching 1973Review of research in education 1968EQUALITY OF EDUCATIONAL OPPORTUNITY 1991Self-Efficacy and Academic Motivation 2010Inside the Black Box: Raising Standards through Classroom Assessment 2000Teacher Quality and Student Achievement: A Review of State Policy Evidence 1986The Economics of Schooling: Production and Efficiency in Public Schools.1980Fifteen Thousand Hours: Secondary Schools and Their Effects on Children

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