Educational Effectiveness Research and International Comparative Studies: Looking Back and Looking Forward

• In Event: “Using the World as an Educational Laboratory”: Merging Educational Effectiveness Research and International Comparative Studies

Abstract

Objectives
The purpose of this paper is to put forward a twofold argument. First, we argue that during the past 50 years International Comparative Studies (ICS) and Educational Effectiveness Research (EER) have contributed to each other in significant ways. Second, we contend that in the future stronger links can be established between these domains which can help advance work in both, while at the same time better serve their common agenda.

Theoretical Framework/Methods
To support these arguments we first trace the historical roots of both strands of work and point to ways in which each has contributed to the other. For example, we note that ICS have mobilized the resources for conducting educational effectiveness studies and afforded EER scholars the opportunity to capitalize on rich international datasets to conduct secondary analyses (e.g., Kyriakides & Charalambous, 2005), which have facilitated the theoretical and methodological development of EER. Additionally, by conducting both across- and within- country analyses researchers may also examine whether specific factors at the classroom and/or the school level are generic while others are more country-specific. On the other hand, EER has afforded theoretical constructs and frameworks to inform the design of ICS. Due to the influence of recent EER meta-analyses pointing to the importance of attending to teaching behaviors in the classroom (e.g., Seidel & Shavelson, 2007), ICS are also gradually making a step toward incorporating such investigations. Additionally, multilevel analysis—a technique commonly used in EER—is gradually making its way in ICS. Finally, due to the influence of EER, recently ICS are attempting to identify trends in the functioning of different factors across years.

Results
Forging stronger links between the two domains can advance work in each. We argue that from a theoretical perspective, ICS can be informed by the gradual shift currently witnessed in EER to move from a static to a more dynamic conceptualization of the process of teaching/schooling/learning. From a methodological perspective, ICS can become more critical about the sources of data and the instrumentation used to measure different constructs. Recent developments in ICS can also advance the work currently undertaken in EER, especially by affording scholars rich datasets related to system-level factors, such as the evaluation of national policies on teaching . Future EER studies can also capitalize on instruments currently developed in ICS to examine different learning outcomes, in addition to the cognitive outcomes most typically explored in EER studies.

Significance of the Study
Through this analysis, this paper illustrates that a closer collaboration between scholars in both fields can advance work in both, and most critically help understand what contributes to student learning and through that develop reform policies to promote quality in education.

References
Kyriakides, L., & Charalambous, C. (2005). Using educational effectiveness research to design international comparative studies: turning limitations into new perspectives. Research Papers in Education, 20(4), 391-412.
Seidel, T., & Shavelson, R.J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454-499.

Authors

• Evi Charalambous, Department of Education, University of Cyprus

• Leonidas Kyriakides, University of Cyprus

• Charalambos Y. Charalambous, University of Cyprus