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Showing all 9 results
Direct linkKyriakides, Leonidas; Creemers, Bert P. M.; Muijs, Daniel; Rekers-Mombarg, Lyset; Papastylianou, Dona; Van Petegem, Peter; Pearson, Diana – School Effectiveness and School Improvement, 2014
This project investigates the impact of the dynamic approach to school improvement (DASI) aiming to help schools face and reduce bullying through integrating research on bullying with educational effectiveness research (EER). A network of approximately 15 schools in each participating country (i.e., Belgium, Cyprus, England, Greece, and The…
Descriptors: Bullying, Educational Research, Foreign Countries, Change Strategies
Creemers, Bert P. M.; Kyriakides, Leonidas – School Effectiveness and School Improvement, 2010
This paper investigates the extent to which changes in the effectiveness status of schools can be related to changes in the functioning of school factors included in the dynamic model of educational effectiveness. The methods of a follow-up study were identical to those of a study conducted 4 years ago in order to test the validity of the dynamic…
Descriptors: School Effectiveness, Institutional Characteristics, Educational Environment, Classroom Environment
Kyriakides, Leonidas; Creemers, Bert P. M. – School Effectiveness and School Improvement, 2008
The dynamic model does not only refer to different effectiveness factors and groupings of factors operating at different levels but also supports that each factor can be defined and measured using 5 dimensions: frequency, focus, stage, quality, and differentiation. The importance of taking each dimension into account is raised in this paper.…
Descriptors: Teacher Effectiveness, Models, Academic Achievement, Validity
Sun, Hechuan; Creemers, Bert P. M.; de Jong, Rob – School Effectiveness and School Improvement, 2007
This research provides policy-makers, researchers, and educators at all levels with a glimpse of the contextual influence on effective school improvement (ESI) in 8 European countries. What are the factors at the contextual level, particularly at the national level, which influence ESI? Are there any similarities or differences between the…
Descriptors: Foreign Countries, School Effectiveness, Educational Improvement, Context Effect
Peer reviewedScheerens, Jaap; Bosker, Roel J.; Creemers, Bert P. M. – School Effectiveness and School Improvement, 2001
School-effectiveness research (SER) has an instrumental orientation. Although critics claim otherwise, SER researchers usually consider students'"innate" background characteristics when studying schools. Theory formation, foundational issues, and research viability are being addressed. The field is definitely alive and kicking, despite numerous…
Descriptors: Effective Schools Research, Elementary Secondary Education, Equal Education, Foreign Countries
Peer reviewedReezigt, Gerry J.; Guldemond, Henk; Creemers, Bert P. M. – School Effectiveness and School Improvement, 1999
Tests an educational-effectiveness model by reanalyzing a large-scale dataset containing (Dutch) elementary school data of subsequent student cohorts, their teachers, and their schools. Researchers found some expected positive achievement effects of individual classroom and school factors, but these were unstable across school subjects and student…
Descriptors: Effective Schools Research, Elementary Education, Foreign Countries, Models
Peer reviewedCreemers, Bert P. M.; Reezigt, Gerry J. – School Effectiveness and School Improvement, 1997
Unfortunately, the relationship between school-effectiveness research and school improvement is troublesome. This article explores and advocates a stronger linkage between effectiveness and improvement. Such links may be achieved by better-guided processes of application and knowledge reconstruction during effectiveness research and improvement.…
Descriptors: Educational Improvement, Educational Policy, Effective Schools Research, Elementary Secondary Education
Peer reviewedScheerens, Jaap; Creemers, Bert P. M. – School Effectiveness and School Improvement, 1996
The Netherlands has a flourishing, quantitatively sophisticated effectiveness research base that seems relatively unused within practice and abused by the political sphere. Dutch studies evince context specificity (while failing to replicate some validated school-effectiveness factors), sophisticated theoretical formulation, multiple-level…
Descriptors: Educational Improvement, Educational Policy, Effective Schools Research, Elementary Secondary Education
Peer reviewedCreemers, Bert P. M.; Reezigt, Gerry J. – School Effectiveness and School Improvement, 1996
Criticizes the current status of school-level factors as they appear in research reviews and in school-effectiveness models, from both a theoretical and empirical perspective. Argues that most studies do not investigate factors at the classroom level. Outlines a theoretical basis for these factors based on learning theories and instruction…
Descriptors: Academic Achievement, Effective Schools Research, Elementary Secondary Education, Foreign Countries
