ABSTRACT
In this chapter we illustrate the essential characteristics of the proposed dynamic model. In the final section of Part I, we formulated the main conclusions to have emerged from the critical review of EER and the findings of empirical studies testing the validity of the comprehensive model of educational effectiveness. In this introductory section we focus on the following three issues that emerged from the first part of the book, which we will use as a guide in identifying the starting points for developing a dynamic model of educational effectiveness.
