ABSTRACT
In any study in an emerging field, the lessons learned tend to be methodological as well as substantive. This is particularly the case with school effects research, given the methodological criticisms that were levelled against studies in this area…
(Teddlie and Stringfield, 1993, p.217) The ‘scientists’ in this field have been primarily concerned that their studies be done correctly and not be vulnerable to methodological criticism, often emphasizing scientific rigour over the needs of the particular question under study. In fact, much of the school effects literature attempts to demonstrate that school based research can be executed with scientific rigour, despite criticism to the contrary (e.g. Ralph and Fennessey, 1983; Rowan, Bossert and Dwyer, 1983).
