Original Research
School effectiveness research – ’n metateoreties-metodologiese perspektief
Koers - Bulletin for Christian Scholarship/Bulletin vir Christelike Wetenskap | Vol 66, No 4 | a401 |
DOI: https://doi.org/10.4102/koers.v66i4.401
| © 2001 J.L. van der Walt
| This work is licensed under CC Attribution 4.0
Submitted: 07 August 2001 | Published: 07 August 2001
Submitted: 07 August 2001 | Published: 07 August 2001
About the author(s)
J.L. van der Walt, Nagraadse Skool vir Opvoedkunde, Potchefstroomse Universiteit vir CHO, South AfricaFull Text:
PDF (82KB)Abstract
School effectiveness research has been blossoming for the last three decades: people do things on purpose, and wish to establish from time to time whether they have reached their objectives. The history of school effectiveness research, however, reveals that it has often been hampered by shortcomings, such as striving to understand effectiveness in terms of inadequate criteria, and approaching education narrowly in the sense of teaching or instruction, in the process overlooking the complexities of the human being and of education. Such shortcomings can, however, be eradicated by taking into consideration some of the philosophical foundations of school effectiveness. Doing so leads, inter alia, to the methodological insight that school effectiveness should be assessed by means of a research strategy commensurate with the complexity of the problem.
Keywords
Philosophical Foundations; Research; Research Methodology; School Effectiveness
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