International Perspectives in Educational Effectiveness Research: A Historical Overview

Enhancing the Value of Teacher Education Research

“…Given that different types of student outcomes can lead to different conclusions about the contribution of teacher quality indicators to student learning (cf. Cappella et al, 2016;Lindorff et al, 2020;Reynolds et al, 2016;Scheerens & Blömeke, 2016) future studies need to broaden the type of outcomes examined to also incorporate non-cognitive outcomes. The results of Hill et al's (2019) study recounted above, that showed differences even across dissimilar cognitive outcomes, also underline the value of expanding the examination of both cognitive and non-cognitive types of outcomes, as well as differentiating even within the same type of outcomes.…”

“…In conjunction, both these studies suggest that inconsistencies are to be expected when introducing different moderating factors (e.g., educational system/country, subject matter, student population, type of outcomes) into the equation. More than expecting such inconsistencies, scholars (e.g., Scheerens, 2016;Lindorff et al, 2020) advocate their systematic exploration and understanding, shifting in consequence the question "what works?" into also investigating under what conditions, how, and for which particular reasons different teacher quality factors might contribute to student learning.…”

Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England

“…Models tested how far measures of families' engagement with their registered SSCC and their use (or lack of use) of services showed effects (statistical associations) in predicting variation in the 13 child, mother and family outcomes, controlling for the net effects of other relevant background characteristics that also predicted such outcomes. The approach reflects those commonly employed in the educational effectiveness research tradition to identify variations in institutional effects and processes via multilevel analyses (Creemers et al, 2010) and is now becoming increasingly used in early childhood research (Attig & Weinert, 2020;Lindorff et al, 2020;Sammons et al, 2013).…”

Middle-Tier Support for School Leaders: A Systematic Review

“…La agenda de investigación en efectividad y mejora educativa ha integrado el nivel intermedio del sistema escolar como objeto de investigación. Su avance como campo internacional ha ido más allá de centrarse únicamente en escuelas, planteándose preguntas cada vez más complejas sobre la influencia de profesores, líderes, redes y sistemas (Hopkins, 2017;Lindorff, Sammons & Hall, 2020).…”