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Kyriakides, Leonidas; Charalambous, Evi – International Journal of Research & Method in Education, 2020
This paper refers to whole school interventions aiming to promote student learning outcomes through improving the functioning of school factors. Evaluation studies of these interventions mainly measure their impact on student learning outcomes. This paper argues for the importance of studying the mechanisms of whole school interventions through…
Descriptors: Guidelines, Structural Equation Models, Intervention, Educational Improvement
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Nachbauer, Max; Kyriakides, Leonidas – School Effectiveness and School Improvement, 2020
This paper provides a critical review of indicators that can be used to measure equity in educational outcomes. These indicators are evaluated using different criteria. Further, analysis on how the sample structure affects equity measurements is undertaken. Analyses are based on theoretical reasoning and empirical data from the German National…
Descriptors: Measurement Techniques, Outcomes of Education, Equal Education, School Effectiveness
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Kyriakides, Leonidas; Antoniou, Panayiotis; Dimosthenous, Andria – School Effectiveness and School Improvement, 2021
This paper investigates the sustainability and the impact of offering the dynamic approach (DA) to schools for more than 1 year in improving student achievement in mathematics (quality) and reducing the impact of socioeconomic status (SES) on achievement (equity). A sample of 56 schools in socially disadvantaged areas in three countries (i.e.,…
Descriptors: Program Length, Intervention, Program Effectiveness, Sustainability
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Dimosthenous, Andria; Kyriakides, Leonidas; Panayiotou, Anastasia – School Effectiveness and School Improvement, 2020
This paper investigates the short- and long-term effects of both the home learning environment (HLE) and the teacher factors of the dynamic model of educational effectiveness upon student mathematics achievement. Written tests were administered to Grade 1 students (N = 1,444) of 48 primary schools at the beginning of Year 1 and at the end of Year…
Descriptors: Family Environment, Grade 1, Elementary School Students, Academic Achievement
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Kyriakides, Ermis; Tsangaridou, Niki; Charalambous, Charalambos Y.; Kyriakides, Leonidas – Journal of Teaching in Physical Education, 2021
Purpose: This study explores physical education teaching quality and its effects on student psychomotor learning by bringing together generic and content-specific practices. Method: A sample of 51 elementary classroom teachers who taught physical education to third-, fourth-, or fifth-grade students (N = 944) was recruited. Student psychomotor…
Descriptors: Physical Education, Teaching Methods, Educational Quality, Elementary School Teachers
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Stefanou, Lambros; Tsangaridou, Niki; Charalambous, Charalambos Y.; Kyriakides, Leonidas – Journal of Teaching in Physical Education, 2021
Purpose: Teacher content knowledge (CK) and its contribution to student achievement (SA) are understudied in physical education, especially concerning the examination of the effectiveness of professional development (PD) programs using direct measures of teachers' CK and SA. To make progress in this research area, this study investigated the…
Descriptors: Faculty Development, Elementary School Teachers, Pedagogical Content Knowledge, Academic Achievement
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Kyriakides, Leonidas; Creemers, Bert P. M.; Charalambous, Evi – School Effectiveness and School Improvement, 2019
This paper argues that research on differential teacher and school effectiveness can be used to explore the relation between quality and equity in education. The results of secondary analyses of 2 studies concerned with effectiveness in different phases of schooling (pre-primary and primary education) are presented. These secondary analyses reveal…
Descriptors: Teacher Effectiveness, School Effectiveness, Socioeconomic Status, Sex
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Caro, Daniel H.; Kyriakides, Leonidas; Televantou, Ioulia – Assessment in Education: Principles, Policy & Practice, 2018
Omitted prior achievement bias is pervasive in international assessment studies and precludes causal inference. For example, reported negative associations between student-oriented teaching strategies and student performance are against expectations and might actually reflect omitted prior achievement bias. Namely, that these teaching strategies…
Descriptors: Achievement Tests, Foreign Countries, International Assessment, Grade 4
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Creemers, Bert; Kyriakides, Leonidas – Journal of Classroom Interaction, 2015
This article links the contribution of process-product studies in developing the theoretical framework of educational effectiveness by pointing out the importance of teacher behavior in the classroom. The role that Jere Brophy played in this evolving research is described within the various phases of teacher effectiveness research. Process-product…
Descriptors: Models, Effective Schools Research, Educational Quality, Teacher Behavior
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Creemers, Bert; Kyriakides, Leonidas – School Effectiveness and School Improvement, 2015
This paper argues that the dynamic model of educational effectiveness can be used to establish stronger links between educational effectiveness research (EER) and school improvement. It provides research evidence to support the validity of the model. Thus, the importance of using the dynamic model to establish an evidence-based and theory-driven…
Descriptors: Educational Quality, Quality Assurance, Quality Control, Educational Improvement
Kyriakides, Leonidas; Creemers, Bert P. M.; Panayiotou, Anastasia; Charalambous, Evi – Routledge Research in Education, 2020
Quality and Equity in Education draws attention to the importance of developing and testing theories of educational effectiveness and using these theories for improvement purposes. It makes a major contribution to knowledge and theory building in research on promoting quality and equity in education. The book presents an improved version of the…
Descriptors: Educational Quality, Equal Education, Educational Theories, Instructional Effectiveness
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Charalambous, Charalambos Y.; Kyriakides, Ermis; Kyriakides, Leonidas; Tsangaridou, Niki – School Effectiveness and School Improvement, 2019
Although consistency in teacher effectiveness has attracted scholarly interest since the 1960s, revived interest in differential teacher effectiveness is recently witnessed, with empirical studies more systematically testing this assumption. Most of these studies, however, focus on cognitive outcomes in "core" subject matters. Drawing on…
Descriptors: Foreign Countries, Teacher Effectiveness, Elementary School Teachers, Mathematics Teachers
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Kyriakides, Leonidas; Creemers, Bert P. M.; Panayiotou, Anastasia – ZDM: The International Journal on Mathematics Education, 2018
The dynamic model of educational effectiveness refers to eight factors that describe teachers' instructional role. A multidimensional framework for measuring both quantitative and qualitative characteristics of teaching factors is also proposed. Empirical support for the validity of the model has been provided, which revealed that the teaching…
Descriptors: Educational Quality, Teacher Effectiveness, Teacher Evaluation, Educational Research
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Kyriakides, Ermis; Tsangaridou, Niki; Charalambous, Charalambos; Kyriakides, Leonidas – European Physical Education Review, 2018
The vast majority of research in physical education (PE) has focused on teaching and teacher effectiveness. Despite the fact that this research strand is fast growing, what effective teaching is and how it contributes to student learning still remains an open issue. Aiming to contribute toward moving the research of effective teaching in the field…
Descriptors: Teaching Methods, Educational Quality, Teacher Effectiveness, Elementary School Students
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Kyriakides, Leonidas; Charalambous, Evi; Creemers, H. P. M. (Bert); Dimosthenous, Andria – Educational Research, 2019
Background: Recent effectiveness studies have investigated the relationship between two dimensions of effectiveness -- namely, quality and equity. Specifically, the question of whether effective schools can also reduce the initial differences in student outcomes attributed to student background factors has been examined. In this context, the…
Descriptors: Educational Improvement, Equal Education, Educational Quality, Disadvantaged Environment
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