| dc.description.abstract | Educational effectiveness research (EER) has expanded rapidly during the last three decades in many countries. Methodological advances have enabled more efficient estimates of teacher and school differences in student achievement to be obtained (Goldstein, 2003). However, Reynolds (2000) argued that EER has shown heavily ethnocentric tendencies. Although there has often been acknowledgment of the seminal studies of Coleman et al. (1966), Edmonds (1979), Brookover, Beady, Flood, Schweitzer, and Wisenbaker (1979), Rutter, Maughan, Mortimore, and Ouston (1979) and Mortimore, Sammons, Stoll, Lewis, and Ecob (1988) in virtually all school effectiveness publications in all countries, there has clearly been no science
of educational effectiveness studies across countries as there has been an international reach in most branches of psychology and in all of the ‘‘applied’’ and ‘‘pure’’ sciences. In this context, the creation of the Methodology of Research and Effectiveness (MORE) Network and its first symposium at the annual ICSEI 2005 meeting was intended to initiate a network of researchers with an explicit international and comparative focus. A special issue on ‘‘international studies in educational effectiveness,’’ which provides a record of the contributions made at that event, is published here. The introductory paper of this special issue demonstrates the major benefits of establishing the international dimension of EER. Suggestions concerning the design of international studies on EER are also provided. | en |
