Reflections on the Critics, and Beyond Them

Abstract

Abstract It is argued that school effectiveness research has made three considerable contributions: (1)The setting up of a field which exhibits the characteristics of mature normal science; (2) The generation of a considerable volume of research findings on numerous important topics; (3) The combatting of societal and professional pessimism concerning the prospects of educational advance. It is argued that the recent criticisms by those such as Thrupp, Slee and Weiner are misplaced, and that the field is reflexively critiquing itself to a high degree. It is concluded that school effectiveness researchers are likely to generate more purposive social and educational change than their critics.