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An International Knowledge Base for Educational Effectiveness IRN

 

IRN Start Date: July 1, 2012

This IRN attempts to develop a theoretical framework that can be used to provide answers to current debates on the improvement of learning outcomes and on specific issues concerned with educational policies in the participating countries such as national policy on quality of teaching, policies on teacher initial training and professional development, and policy on the establishment of the learning environment of the schools. In this project we will also help participating countries to establish an evidence-based and theory-driven approach for designing reform policies. Specifically, the extent to which the dynamic model of educational effectiveness (Creemers & Kyriakides, 2008) can be used as a starting point for establishing such approach is investigated.

 

Organizer:

Dr. phil. Michael Pfeifer

Institute for School Development Research (IFS)

University of Dortmund

Vogelpothsweg 78

44227 Dortmund

Germany

pfeifer@ifs.tu-dortmund.de

www.ifs-dortmund.de/pfeifer.html

 

List of Participants

 

 

Relevant research literature or initiatives

Bos, W. (2008). TIMSS 2007: Mathematische und naturwissenschaftliche Kompetenzen von

Grundschulkindern in Deutschland im internationalen Vergleich. Münster: Waxmann.

 

Creemers, B. P. M., & Kyriakides, L. (2008). The dynamics of educational effectiveness: a

contribution to policy, practice and theory in contemporary schools. London UK: Routledge.

 

Pfeifer, M., Kyriakides, L., & Van Damme, J. (Eds.). (submitted). Special Issue: Educational

effectiveness research in North European Countries. Journal of School Effectiveness

and School Improvement (SESI). London, UK: Taylor & Francis Group.

 

Townsend, T., & Bates, R. (2007). Handbook of Teacher Education. Dordrecht: Springer.


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