学校效能研究的回顾与反思——从研究方法的角度  

Review and Reflection on School Effectiveness Research——From the View of Research Method

作　　者：蔡永红[1] 

机构地区：[1]北京师范大学教育科学学院

出　　处：《教育研究》2007年第2期61-67,共7页Educational Research

摘　　要：学校效能研究在研究方法上取得的发展主要表现在具体研究方法的综合化、统计控制技术的进步、学校内效能指标的提出和多层线性模型的发展与使用方面。在学校效能研究中存在的不足是第一,相关研究所概括出的结论经常被过度推广;第二,实证主义的认识论框架限制了学校效能研究成果的使用;第三,没有充分揭示社会阶层对学生成就的影响;第四,过度关注技术细节,却忽视了理论建构问题;第五,缺乏理论基础和整合性的理论;第六,对学校效能的理解都过于狭隘;第七,研究与教育政策制定关系过于密切,研究者难于保持中立,影响研究的科学性。The development of school effectiveness research in research method mainly gives its expression to the synthesized concrete research method, progress of statistic control technology, the proposal of school inner effectiveness index and development and utilization of multi-level linear model. The deficiency of school effectiveness research lies in the following. First, the conclusion summarized by relevant researches is often over popularized; second, the framework of positivism epistemology restricts the utilization of school effectiveness research fruits; third, the influence of social hierarchy on the student achievements is not fully revealed; forth, the technical details are over concerned while theoretical construction issues are ignored; fifth, there is lack of theoretical foundation and integrated theory; sixth, the understanding of school effectiveness is too narrow and limited; seventh, the relationship between research and educational policy making is very close and it is difficult for the researchers to keep neutral, which affects the scientific of the research.

关 键 词：学校效能 教育质量 研究方法 

分 类 号：G40[文化科学—教育学原理]