ABSTRACT
An important constraint of the existing approaches of EER is the fact that the process as a whole does not contribute significantly to the improvement of school effectiveness. Although in 1989 an International Congress for School Effectiveness and Improvement (ICSEI) was established, together with the journal School Effectiveness and School Improvement, and projects attempting to establish links between effectiveness and improvement research were undertaken (e.g. the Effective School Improvement project), there are still problems in the relation between effectiveness and improvement. The question persists of how to apply the effectiveness knowledge base in practice – in other words, how to obtain valid and useful information about school improvement from studies of educational effectiveness (Creemers and Kyriakides, 2006a).
