ABSTRACT

Several authors have speculated upon the future of school effectiveness research (e.g. Good and Brophy, 1986; Mortimore, 1991b; Reynolds, 1992a, 1992b; Scheerens and Bosker, 1997; Teddlie and Stringfield, 1993) over the past decade. However due to rapid developments in the field, both in terms of methodology and substantive findings, the areas identified in need of further research 10 years ago or even five years ago are either no longer relevant, or have been significantly reconceptualized.