The dynamics of educational effectiveness: a contribution to policy, practice and theory in contemporary schools
The dynamics of educational effectiveness: a contribution to policy, practice and theory in contemporary schools
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教育有效性的动态：对当代学校政策、实践和理论的贡献
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发表时间：
2009
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通讯作者：
P. Sammons
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作者：
P. Sammons
这本书对学校效能和学校改进（SESI）领域的思维发展做出了雄心勃勃的重要贡献，值得推荐。作者是这些领域的主要权威，多年来已经为SESI研究的经验和理论发展做出了贡献。这本书提炼了许多现有的工作，并将其扩展到几个富有成效的方向。这本书应该是必不可少的阅读的研究人员和学生参与研究教育改革和教育变革的过程，以及那些从事研究的影响，学校和教学对学生学习。在大多数国家，促进学校改进、提高教育质量和提高教育标准已成为政策和实践者越来越感兴趣的主题，特别是作为国际比较评估方案，如国际阅读扫盲进展研究、国际数学和科学趋势研究、和国际学生评估计划（比萨）越来越受到关注，各国政府开始关注它们在这种比较中的相对“排名表”位置，以及教育表现不佳可能带来的经济影响（Dobert & Sroka，2004年）。然而，尽管努力促进更大的协同作用，学校效能和学校改进的模式仍然相当不同，特别是在理论和方法方面。这本书提供了一个受欢迎的尝试，通过发展教育有效性研究（EER）的动态模型的概念，可以指导教育变革和改进过程的研究，为有效的学校改进提供一个更全面的框架。Creemers和Kyriakides的动力学模型为EER领域建立一个更有说服力和更广泛的理论框架做出了新的贡献。作者认为，这将为政策制定者和实践者提供一个更好的基础，通过理论驱动和基于证据的方法相结合，以改善实践。这包括明确承认学校和教育系统的多层次性质，并主张进一步探讨在若干层次（学生、教师/教室、学校和背景层次）运作的不同因素之间的关系。作者仍然关注许多SESI研究的基本焦点，即建立和测试理论，试图解释为什么以及如何一些学校和教师在促进更好的学生成绩方面比其他人更有效。然而，他们的新模式试图将改变学校效能和学校改进的研究放在第20卷，第1期，2009年3月，123-129页。
There is much to recommend in this ambitious and important contribution to the development of thinking in the school effectiveness and school improvement (SESI) fields. The authors are leading authorities in these areas, who have already contributed to both the empirical and theoretical development of SESI research over many years. This book distils much existing work and extends it in several fruitful directions. The book should be essential reading for researchers and students involved in studying educational reform and the processes of educational change, as well as those engaged in research on the influence of schools and teaching on student learning. Promoting school improvement and improving educational quality and raising educational standards have become topics of growing policy and practitioner interest in most countries, particularly as international comparative assessment programmes such as the Progress in International Reading Literacy Study (PIRLS), the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA) gain increasing attention and governments become concerned over their relative ‘‘league table’’ positions in such comparisons and the potential economic implications of poor educational performance (Dobert & Sroka, 2004). However, despite attempts to promote greater synergy, the paradigms of school effectiveness and school improvement remain fairly distinct, particularly in terms of theory and methodology. This book provides a welcome attempt to provide a more comprehensive framework for effective school improvement through developing the concept of a Dynamic Model of educational effectiveness research (EER) that can guide the study of educational change and improvement processes. Creemers’ and Kyriakides’ dynamic model makes a new contribution to the establishment of a more convincing and wide-ranging theoretical framework for the EER field. The authors argue that this will provide a better basis for policy-makers and practitioners to improve practice through the combination of a theory driven and evidence based approach. This includes explicit recognition of the multilevel nature of schools and education systems and advocates further exploration of the relationships between different factors that operate at a number of levels (student, teacher/ classroom, school, and context levels). The authors remain concerned with the fundamental focus of much SESI research, namely to establish and test theories that seek to explain why and how some schools and teachers are more effective in promoting better student outcomes than others. However, their new model seeks to place the study of change School Effectiveness and School Improvement Vol. 20, No. 1, March 2009, 123–129