[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-41500-en":3,"doc-seo-41500-105":30,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},41500,8796095461610,"Oliver","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c",8,"Research & Report","Equity and Quality Dimensions in Educational Effectiveness","Equity and Quality Dimensions in Educational Effectiveness examines policy implications arising from educational effectiveness research, focusing on how education can improve learning while reducing disparities linked to students’ background characteristics. The work addresses gaps between research knowledge and policy/practice adoption, emphasizing accessible communication of research findings for policymakers, educational authorities, and practitioners. It outlines the evolution of educational effectiveness research toward quality-focused approaches and toward dynamic school improvement methods (DASI) supported by national and international evidence.","Policy Implications of Research in Education 8  \nLeonidas Kyriakides Bert Creemers Evi Charalambous  \nEquity and Quality Dimensions in Educational E􀀞ectiveness  \nPolicy Implications of Research in Education  \nVolume 8  \nSeries Editors  \nProfessor Stephen L. Jacobson, University at Buffalo – State University of New York, USA  \nPaul W. Miller, University of Huddersfield, UK  \nEditorial Board  \nProf. Helen Gunter, University of Manchester, England  \nProf. Stephan Huber, University of Teacher Education Central Switzerland Prof. Jonathan Jansen, University of the Free State, South Africa  \nProf. Karen Seashore Louis, University of Minnesota, USA Dr. Guri Skedsmo, University of Oslo, Norway  \nProf. Allan Walker, Hong Kong Institute of Education  \nScope of the Series  \nIn education, as in other fields, there are often significant gaps between research knowledge and current policy and practice. While there are many reasons for this gap, one that stands out is that policy-makers and practitioners may simply not know about important research findings because these findings are not published in forums aimed at them.  \nPolicy Implications of Research in Education aims to clearly and comprehensively present the implications for education policy and practice drawn from important lines of current education research in a manner that is accessible and useful for policy-makers, educational authorities and practitioners.  \nMore information about this series at [http://www.springer.com/series/11212](http://www.springer.com/series/11212)  \nLeonidas Kyriakides • Bert Creemers Evi Charalambous  \nEquity and Quality Dimensions in Educational Effectiveness  \nLeonidas Kyriakides Department of Education University of Cyprus Nicosia, Cyprus  \nEvi Charalambous Department of Education University of Cyprus Nicosia, Cyprus  \nBert Creemers  \nFaculty of Behavioural & Social Sciences University of Groningen  \nGroningen, The Netherlands  \nPolicy Implications of Research in Education  \nISBN 978-3-319-72064-7 ISBN 978-3-319-72066-1 (eBook)  \n[https://doi.org/10.1007/978-3-319-72066-1](https://doi.org/10.1007/978-3-319-72066-1)  \nLibrary of Congress Control Number: 2017964258  \n© Springer International Publishing AG 2018  \nThis work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed.  \nThe use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.  \nThe publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.  \nPrinted on acid-free paper  \nThis Springer imprint is published by Springer Nature  \nThe registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland  \nPreface  \nFifteen years ago, two of us started working on the development and testing of a model of educational effectiveness in which we made use of existing theories and research on effectiveness. In the early days, educational effectiveness research (EER) contributed to the debate on whether teachers and schools c","cbCainrofaxoGRyb","https://ap.wps.com/l/cbCainrofaxoGRyb","pdf",2643341,5,1,245,"English","en",105,"# Preface\n## Educational effectiveness research and its evolution\n## Dynamic approach to school improvement (DASI)\n## Equity dimension: reducing outcome variations","[{\"question\":\"Why are research findings often not translated into education policy and practice?\",\"answer\":\"A key reason is that policymakers and practitioners may not know important research results because those findings are not published in forums aimed at them.\"},{\"question\":\"How did educational effectiveness research evolve over time?\",\"answer\":\"It progressed from early debates about whether teachers and schools affect outcomes, to identifying ways schools in disadvantaged areas can improve learning, and then to more sophisticated quantitative approaches that consider student background and school impact on progress.\"},{\"question\":\"What does the book aim to investigate regarding equity?\",\"answer\":\"It revisits whether and how education can reduce variations in student learning outcomes, especially those attributed to students’ background 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