Routledge International Handbook of Educational Effectiveness and Improvement

Christopher Chapman is Director of the Robert Owen Centre for Educational Change and Professor of Educational Policy and Practice at the University of Glasgow, UK.Daniel Muijs is Professor of Education at the University of Southampton, UK.David Reynolds is Professor of Educational Effectiveness at the University of Southampton, UK.Pam Sammons is Professorial Senior Research Fellow in the Department of Education at the University of Oxford, UK.Charles Teddlie is the Jo Ellen Levy Yates Professor of Education, Emeritus, at Louisiana State University, USA.

• ContentsChapter 1 Educational Effectiveness and Improvement: Research and Practice (EEI): The Emergence of The DisciplineChristopher Chapman, David Reynolds, Daniel Muijs, Pam Sammons, Charles Teddlie and Paul ClarkeChapter 2 The Scientific Properties of School EffectsPamela Sammons, Susila Davis and John GrayChapter 3 Effective School ProcessesDavid Reynolds, Charles Teddlie, Chris ChapmanChapter 4 The Scientific Properties of Teacher Effects/ Effective Teaching ProcessesDaniel Muijs, David Reynolds and Leonidas KyriakidesChapter 5School Improvement and System Reform David Hopkins Chapter 6Theory Development in Educational Effectives ResearchBert Creemers, Leonidas Kyriakides and Y.C. ChengChapter 7Quantitative MethodsDaniel Muijs and Annie BrookmanChapter 8Qualitative Methods in Educational Improvement and EffectivenessMark Hadfield and Christopher ChapmanChapter 9EER in New, Emerging and Traditional ContextsSally Thomas, Leonidas Kyriakides and Tony TownsendChapter 10Comparative Educational ResearchDavid Reynolds, Brian Caldwell, Rosa Maria Cruz, Zhenzhen Miaou, Javier Murillo and Hamis MugendawalaChapter 11Educational Effectiveness and Improvement Research and Educational Policy: The Rise of Performance Based ReformsDavid Reynolds, Christopher Chapman and Anthony KellyChapter 12EER and System Reconstruction and ChangeSam Stringfield and Anthony MackayChapter 13Leadership Development and Issues of EffectivenessJim O’Brien and Christine FordeChapter 14EEIP and Teachers and TeachingLouise Stoll, Lorna Earl, Stephen Anderson and Kim SchildkampChapter 15The challenges of Globalisation and the New Policy Paradigms for EEIPAnthony Kelly and Paul ClarkeChapter 16Critical and Alternative Perspectives on EEIP Tony Townsend, John MacBeath and Ira BogotchChapter 17Conclusions: The future of EER and Some Suggestions and SpeculationsDavid Reynolds, Christopher Chapman, Daniel Muijs, Pam Sammons and Charles Teddlie