This edited volume explores questions about 'what works', how, for whom, when, and why in education, and considers how and to what extent such knowledge can be understood and extended across countries and different educational systems. The book starts by presenting an overview of the history of educational effectiveness research and offers examples of current theories of educational effectiveness. Next, it provides exemplars of effectiveness studies that report on educational systems, policies, and practices from across six continents. These studies vary in their research methods and outcomes, illustrating a field of research that is conscious of its origins, its agenda, and its ambition to understand and improve the functioning of schools, networks, and education systems around the world. The book brings these threads together within the final chapter and uses them to signpost directions for future research.

'International Perspectives in Educational Effectiveness Research is an excellent and timely addition to the educational effectiveness literature. It offers a rigorous and insightful range of international perspectives that will be of interest to researchers, policy makers and students of the field.' - Professor Christopher Chapman, University of Glasgow, UK & President-Elect of the International Congress for School Effectiveness and Improvement

'This important new volume brings up to date the contributions of educational effectiveness research to the development of policy and practice in the field over the last 50 years. Drawing together the ideas of many of the major researchers in the field, it provides a comprehensive analysis of these earlier contributions, leading to critical commentaries that point to areas for future attention. The editors make use of expertise from a range of disciplines to strengthen the themes that are addressed. Most importantly, the book emphasises the need to pay greater attention to the challenge of equity - arguably the most significant challenge facing education systems internationally. In this respect, a particular strength of the book is the accounts provided from many different parts of the world. These underline the importance of context, a factor often previously overlooked in this field of research. Given all of this, I have no doubt that International Perspectives in Educational Effectiveness Research will become a major source for practitioners, policy-makers and researchers.' - Professor Mel Ainscow, Emeritus Professor of Education, University of Manchester & Professor of Education, University of Glasgow, UK

James Hall is an Associate Professor in Education at the University of Southampton where he serves as Programme Director for the BSc in Education and Psychology. A psychologist by training, his research focuses on the psychology of educational effectiveness and equity and is carried out in two areas: Early Childhood Education and Care (ECEC), and mental health in schools. He has provided advice on education to various aspects of the UK government as well as to international charities and not for profit organisations.

Ariel Lindorff is a Departmental Lecturer in the Oxford University Department of Education. She has acted in an advisory capacity for government and international charity organisations, and before becoming a researcher worked as a teacher in the USA. Her research involves quantitative and mixed methods approaches to investigating educational effectiveness and equity in classrooms, schools and systems.

Pamela Sammons works for the Department of Education, University of Oxford and is an emeritus Fellow at Jesus College, Oxford. Previously she was a professor at the University of Nottingham and Institute of Education London directing its International School Effectiveness & Improvement Centre. Her research focuses on educational effectiveness and improvement, and enhancing equity. She has advised inspection and government agencies in various countries.