ABSTRACT
The academic specialization known as School Effectiveness Research (SER) has occasionally been treated as a sub-field within larger, longer established fields of study such as Educational Administration (e.g. Bossert, 1988; Hoy and Miskel, 1991), or as a complementary ‘adjunct’ to areas such as teacher effectiveness or teacher research (e.g. Wittrock, 1986). In this handbook, we have treated SER as an independent field of study, which is within the general discipline of education, and which has now generated its own sub-fields of inquiry (see Chapter 2).
