Explores the relationship between school composition and characteristics of school process. Investigates their effect on mathematics achievement in Belgian (Flemish) secondary education with multilevel analysis. Confirms important relationships. Finds addition of school composition variables to models with school process variables caused a decline…

Reviews ways in which performance data are currently used within the England and Wales education systems. Uses research evidence to critique many of these uses. Presents some alternative proposals for a more rational approach. (BT)

Examines recent responses of several school effectiveness researchers to concerns of their critics. Examines complexity of debate over school effectiveness research (SER), value of pragmatism, impact of social class, significance of methodological problems, value of current attempts to theorize SER, relationship of SER to educational politics and…

Outlines the three phases that school improvement has been through in England since the mid-1980s, with attention to the characteristics of the recent third age improvement paradigm. Argues these new models of improvement stand a chance of overcoming the difficulties that past improvement has had in affecting outcomes. (BT)

Focuses on secondary school departments in England, arguing that current approaches to school improvement do not adequately reflect or incorporate the department level. Highlights the processes that contribute to improved departmental performance, and subsequently, to school and classroom improvement, drawing upon empirical evidence from two…

Outlines a theory of school effectiveness/improvement, based on master concepts of intellectual capital, social capital, and leverage, linked with conventional concepts of institutional outputs. Sets 12 educational concepts within this theoretical framework. Proposes range/fertility of a simplified model can be exemplified and tested in three…

States that a pilot project to apply the methods of systematic review has been carried out by the United Kingdom's National Foundation for Educational Research. Describes the review process, the adaptations of the medical model to educational settings. Discusses some of the implications for researchers and policymakers. (BT)

States that production of systematic research findings has recently come to be treated as a priority in education. Examines assumptions about research and about reviewing that are built into the concept of systematic review. Gives attention to likely consequences of the priority given to this type of review. (BT)

Examines David Hargreaves' ideas about the nature of evidence-based practice and the future direction for educational research. States that one major theme is that current discourse about evidence-based teaching is uninformed by an articulate educational theory, therefore excluding thoughtful consideration of implications of such a theory for…

Criticizes John Elliott's article as not really advancing the debate about evidence based education practice. States that there is much that needs discussing and work to be done on all levels. (BT)

Contends the nature of lifelong learning research is marked by border crossings requiring researchers to be conceptually literate. Discusses aspects of conceptual literacy. Draws on fields of adult education, employment, and family as key domains of lifelong learning research. Explores literacy issues through a case study of feminist…

Reports outcomes of a collaborative research project designed to investigate and develop formative classroom assessment in British primary schools. Aims to build on basic research, already conducted by university researchers, by investigating issues from a practical and applied perspective. Reports on changes in classroom practice. (BT)

Details differential attainment by gender for all students in Wales over 6 years old, at every level of assessment from Key Stage 1 to A level. Notes few significant gender differences in mathematics and sciences. Reports, for all other subjects, no significant gender differences at the lowest level of any assessment. (BT)

Explores the relationship between pupil attainments on British National Curriculum Tests at the end of Key Stage 2, teacher assessments, and several pupil characteristics, such as gender and age) using representative samples drawn from schools in England from 1996-1998. Finds levels of agreement between teacher assessments and test results…

Reports discrepancies between published outcomes from two international tests of science achievement: (1) Second International Assessment of Educational Progress (IAEP) administered in 1991; and (2) Third International Mathematics and Science Study (TIMSS) administered in 1995. States initial comparisons suggested outcome inconsistencies for 11…