Educational effectiveness research (EER): a state-of-the-art review
Educational effectiveness research (EER): a state-of-the-art review
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教育有效性研究 (EER)：最先进的综述
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Sam Stringfield
中科院分区：
文献类型：
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作者：
D. Reynolds;P. Sammons;Bieke De Fraine;Jan Van Damme;T. Townsend;C. Teddlie;Sam Stringfield
研究和奖学金到教育有效性研究（EER）是全面审查从英国，荷兰，美国，塞浦路斯，比利时，瑞典，法国，德国，新西兰，澳大利亚和其他社会，可以追溯到该领域的起源在20世纪70年代。问题包括它的历史，方法和理论的进步，学校效应的科学属性，这些影响背后的学校和课堂层面的过程，将研究结果转化为政策和实践的世界范围内的有限翻译，以及EER和所有学科的未来研究和实践方向。未来的研究需要被认为是进一步集中在教学/教师，更多的纵向研究，更多的工作可能的背景特异性，探索学校和他们的教师/教室之间的跨层次交易，通过“效率”和“有效性”的结果措施，并重新关注弱势群体的教育，原来的重点，我们的学科开始时。
Research and scholarship into educational effectiveness research (EER) is comprehensively reviewed from the UK, The Netherlands, the US, Cyprus, Belgium, Sweden, France, Germany, New Zealand, Australia, and other societies, dating from the field’s origins in the 1970s. Issues include its history, methodological and theoretical advances, scientific properties of school effects, processes at school and classroom level behind these effects, the somewhat limited translation of findings into policy and practice across the world, and future directions for research and practice in EER and for all of the discipline more generally. Future research needs are argued to be a further concentration upon teaching/teachers, more longitudinal studies, more work on possible context specificity, exploration of the cross-level transactions between schools and their teachers/classrooms, the adoption of “efficiency” as well as “effectiveness” as outcome measures, and a renewed focus upon the education of the disadvantaged, the original focus of our discipline when it began.