One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the identification of a range of behaviours which are positively related to student achievement. A key limitation of this research, however, is its focus on basic skills in English and maths. Therefore, in the 2nd section we review research on "new learning" and teaching for metacognitive and thinking skills. While in these 2 sections we have discussed key findings from research on teaching, including emerging knowledge on metacognition, it is important to continue to take into account ongoing developments in theories of learning. In the 3rd section of this paper, we develop the argument that a major contributing factor to this situation is that "state-of-the-art" understandings about processes and conditions that promote student learning are typically not used to construct appropriate learning environments for their teachers.

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This paper argues that researchers in the area of educational effectiveness should attempt to develop a new theoretical framework. Thus, a critical analysis of the current models of educational effectiveness research is provided and reveals that a dynamic model of effectiveness must: a) be multilevel in nature, b) be based on the assumption that the relation of some effectiveness factors with achievement may be curvilinear, c) illustrate the dimensions upon which the measurement of each effectiveness factor should be based and d) define relations among the effectiveness factors. In principle each factor which refers to the classroom, school and system can be measured by taking into account five dimensions: frequency, focus, stage, quality and differentiation. Examples of measuring effectiveness factors operating at different levels using these five dimensions are given. More attention in describing in detail factors associated with teacher behaviour in the classroom is given since this is seen as the starting point for the development and the testing of the dynamic model. Thus, different methodological approaches that can be used to test this part of the model and suggestions for the next steps in the development of other parts of the model are made. Finally, suggestions for using the dynamic model in order to improve educational practice are provided.

This paper reports the results of a meta‐analysis in which the dynamic model of educational effectiveness is used as a framework to search for school factors associated with student achievement. The methods and results of a synthesis of 67 studies are presented. Findings reveal that effective schools are able to develop policies and take actions in order to improve their teaching practice and learning environment. Factors excluded from the dynamic model were found to be only weakly associated with outcomes. Implications for research on school effectiveness and for improvement of practice are drawn. It is illustrated that this approach of conducting meta‐analysis helps us interpret the findings by providing support to the validity of the dynamic model and suggestions for its further development.

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