Educational effectiveness research (EER) has accumulated much knowledge in
the areas of school effectiveness research (SER), teacher effectiveness research
(TER) and school/system improvement research (SSIR). Yet many schools and
educational systems are not making enough use of the material and their insights.
The article reviews evidence of practitioner engagement and finds it limited in the
areas of SER, greater in the area of TER and most prevalent in SSIR. Policymaker
engagement has been notable in some countries, but more limited in others.
The article concludes by arguing for a new paradigm of EER that studies multiple
levels of the educational system simultaneously utilising multiple methods and
involves practitioners and policy-makers in a true EER community of expertise,
in order to increase the reach and take-up of the discipline.