Two Realities: The Relationship Between Actual School Interventions and Factors Found in Educational Effectiveness Syntheses

• In Event: 66.086 - MTCC Roundtable Session 29
  In Roundtable Session: 66.086-1 - Policy, Instruction, and Effectiveness of Schools

Abstract

Decision-making responsibilities at the school level have grown substantially in most education systems. The large educational effectiveness research (EER) knowledge base demonstrates that schools can make a difference in terms of increasing student achievement, but that certain interventions are more effectual than others. The aim of this paper is to present an analysis of how current school interventions relate to the effectiveness factors presented in three internationally authoritative EER syntheses. A comparative analysis was undertaken contrasting a dataset of nearly 600 actual school interventions with the effectiveness factors presented by Robinson et al. (2009), Scheerens (2016), and Hattie (2009). Dutch secondary education, which is characterized by a high level of school autonomy, serves as the research setting.

Author

• Annemarie Neeleman, Maastricht University