ABSTRACT
The first part of this chapter draws attention to areas that need further investigation in order to develop and test theories of educational effectiveness. We also refer to studies examining the conditions under which these theories can be used for school improvement purposes. Thus, the first part of this chapter is split into two sections concerned with research on developing and testing theories and research on improvement. With regard to the first section, we provide suggestions for studies investigating the validity of the 2020 version of the dynamic model and propose that they concentrate on those assumptions and factors that have not yet been systematically examined. The second section refers to studies that have sought to identify the conditions under which the dynamic approach can be expected to have an effect on student learning outcomes. The second part of this chapter is concerned with implications for policy and practice. More specifically, we concentrate on the role of policy-makers and practitioners in creating conditions for the effective use of the dynamic approach. Based on research findings presented in the first two parts of this book, we identify the mechanisms and structures that need to exist in order to encourage school stakeholders to use this approach for promoting quality and equity in education. We also provide specific suggestions for reform policies that can be introduced in different countries to support teachers and schools in designing and implementing their own improvement strategies and action plans to promote quality and equity at classroom and school level.
