ABSTRACT
In Chapter 3 the comprehensive model of educational effectiveness was presented. The importance of testing the validity of the model, which was developed to contribute to the establishment of the theoretical framework of EER, was also raised. In this chapter we will refer to the methods and the main findings of the six national studies that were conducted in order to test parts of the model. Moreover, we will refer to the main findings of a secondary analysis of the TIMSS 1999 study which was conducted in order to test aspects of Creemers’ model (Kyriakides, 2006b). The strengths and weaknesses of these studies will also be discussed. We believe that the results of these studies help us identify the extent to which empirical support for Creemers’ model has been generated. Suggestions for expanding the model which arise from these studies will also be identified. Finally, it will be argued that the Creemers model can be the starting point for the establishment of a dynamic model of educational effectiveness.
