ABSTRACT
The previous chapter was an attempt to illustrate how readers could conduct an empirical study that may help us test the validity of the model. The findings of this study provided support both for the validity of the model at the classroom level and for the proposed framework for measuring the functioning of each effectiveness factor. It is acknowledged that the generalisability of this study can be questioned. However, it can be seen as a starting point for research on the model, especially in relation to the impact of classroom-level factors. As far as the investigation of school-level factors is concerned, the results of the meta-analysis reported here provide some support for the model and some directions for further research. Specifically, the meta-analysis reported here is an attempt to synthesise the results of effectiveness studies exploring the impact of school factors on student achievement conducted during the past 20 years. The extent to which the results of this meta-analysis provide support for the validity of the dynamic model at the school level is therefore discussed. Thus, Part III of the book reveals that the dynamic model could be tested both through empirical studies specifically designed to test the model and through systematic meta-analyses of effectiveness studies. For instance, a meta-analysis similar to the one presented here could also be conducted to investigate the validity of the model at the classroom level.
