Editorial
Scherer, R., & Nilsen, T. (2019). Closing the gaps? Differential effectiveness and accountability as a road to school improvement. School Effectiveness and School Improvement, 30(3), 255-260. https://doi.org/10.1080/09243453.2019.1623450
Papers
The following papers are included in the special issue:
- Huebner, N., Wagner, W., Nagengast, B., & Trautwein, U. (2019). Putting all students in one basket does not produce equality: gender-specific effects of curricular intensification in upper secondary school. School Effectiveness and School Improvement, 30(3), 262-285. https://doi.org/10.1080/09243453.2018.1504801
- Kyriakides, L., Creemers, B. P. M., & Charalambous, E. (2019). Searching for differential teacher and school effectiveness in terms of student socioeconomic status and gender: implications for promoting equity. School Effectiveness and School Improvement, 30(3), 286-308. https://doi.org/10.1080/09243453.2018.1511603
- Scharenberg, K., Rollett, W., & Bos, W. (2019). Do differences in classroom composition provide unequal opportunities for academic learning and social participation of SEN students in inclusive classes in primary school? School Effectiveness and School Improvement, 30(3), 309-327. https://doi.org/10.1080/09243453.2019.1590423
- Taut, S., Jiménez, D., Puente-Duran, S., Palacios, D., Godoy, M. I., & Manzi, J. (2019). Evaluating the quality of teaching: can there be valid differentiation in the middle of the performance distribution? School Effectiveness and School Improvement, 30(3), 328-348. https://doi.org/10.1080/09243453.2018.1510842
The full texts of the papers can be found here.