Alma Harris , Christopher Chapman , Daniel Muijs , David Reynolds , Carol Campbell , Bert Creemers , Lorna Earl , Leonidas Kyriakides , Gonzalo Muñoz , Louise Stoll , Sam Stringfield , Boudewijn van Velzen & Jose Weinstein (2013).
En revista School Leadership & Management: Formerly School Organisation 2013, vol. 33, número 1, pág. 3-19.
Recibida: 13 Jul 2012
Aceptada: 20 Aug 2012
Publicación online: 07 Dec 2012
Copyright Taylor and Francis Group, LLC
Educational effectiveness research (EER) has accumulated much knowledge in the areas of school effectiveness research (SER), teacher effectiveness research (TER) and school/system improvement research (SSIR). Yet many schools and educational systems are not making enough use of the material and their insights. The article reviews evidence of practitioner engagement and finds it limited in the areas of SER, greater in the area of TER and most prevalent in SSIR. Policy-maker engagement has been notable in some countries, but more limited in others. The article concludes by arguing for a new paradigm of EER that studies multiple levels of the educational system simultaneously utilising multiple methods and involves practitioners and policy-makers in a true EER community of expertise, in order to increase the reach and take-up of the discipline.