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21.
Leonidas Kyriakides Evi Charalambous H. P. M. Creemers Andria Dimosthenous 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):274-301
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 Dynamic Approach to School Improvement (DASI) makes use of theory and the research findings of effectiveness studies to try to improve school effectiveness in terms of quality and equity.Purpose: This study aimed to examine whether the implementation of DASI in primary schools in socially disadvantaged areas in four European countries (Cyprus, England, Greece and Ireland) was able to promote student learning outcomes in mathematics and to reduce the impact of student background factors on student achievement in mathematics.Design and methods: A sample of 72 primary schools across the four countries was randomly split into experimental and control groups. At the beginning and at the end of the school year, mathematics tests were administered to all students of Grades 4–6 (n = 5560; student ages 9–12 years). The experimental group made use of DASI. Within-country multilevel regression analyses were conducted to evaluate the impact of the intervention and search for interaction effects between the use of DASI and student background factors on final achievement.Results: In each country, the experimental group achieved better results in mathematics than the control group. At the beginning of the intervention, the achievement gap based on socio-economic status (SES) was equally large in the experimental and the control groups. Only in the experimental group did the achievement gap based on SES become smaller. However, DASI was not found to have an effect on equity when the equity dimension was examined by focusing on the achievement gap based on either gender or ethnicity.Conclusions: Implications of findings are drawn and the importance of measuring equity in terms of student achievement gaps based on different background factors, rather than only on SES, is emphasised. We propose the evaluation of the impact of interventions on promoting equity by the use of various criteria. 相似文献
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Teacher effectiveness research has tended to neglect the analysis of values in two senses: the general values associated with the processes of education, and the more specific values underlying effective teaching. The possibilities for re‐conceptualising teacher effectiveness, by incorporating a values dimension, are illustrated through two examples: effectiveness in developing independent learning and effectiveness in achieving a classroom climate characterised by inclusiveness. The potential contribution to teacher effectiveness outside, as well as inside, the classroom is explored through a discussion of the strengths and problems inhering in the English government's adoption of the Hay McBer model of teacher effectiveness for the assessment of teacher performance. The contribution of teacher self‐evaluation to the process of the identification of values underlying effectiveness is discussed. 相似文献
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Despite the limited success of grouping students by attainment in enhancing educational achievement for all, this practice is still widely followed in European schools. Aiming at identifying successful educational actions that promote high academic achievement and social inclusion and cohesion, part of the EU-sponsored Europe-wide INCLUD-ED project analysed different ways of grouping students in classrooms. A classification was developed that distinguishes between three ways according to two dimensions – homogeneity/heterogeneity and use of human resources. This classification differentiates among mixture, streaming, and inclusion. In this paper, an example of inclusive action, Interactive Groups (IGs), is explored in depth. Based on grouping students heterogeneously and including adults from the community in the classroom, IGs address educational inequalities and enhance learning for students participating in them. Empirical data obtained from three case studies in schools in Spain indicate that IGs are one of the most successful inclusive actions implemented in these schools. 相似文献
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25.
Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development 总被引：1，自引：0，他引：1
The study reported here examines whether teaching skills included in the dynamic model of educational effectiveness can be grouped into types of teacher behaviour and whether these types are related with different student outcome measures. The data stem from a study which was conducted in order to test the validity of the dynamic model. Results reveal that teaching skills can be grouped into five types of teacher behaviour which are discerned in a distinctive way and move gradually from skills associated with direct teaching to more advanced skills concerned with new teaching approaches and differentiation of teaching. Teachers exercising more advanced types of behaviour have better student outcomes. Suggestions for research on teacher education and professional development are drawn. 相似文献
26.
Kyriakides Leonidas Charalambous Evi Creemers Bert P. M. Antoniou Panayiotis Devine Dympna Papastylianou Dona Fahie Declan 《Educational Assessment, Evaluation and Accountability》2019,31(1):121-149
Educational Assessment, Evaluation and Accountability - This paper presents the results of a European study investigating the extent to which the Dynamic Approach to School Improvement (DASI) can... 相似文献
27.
This paper presents findings from research exploring gender by item difficulty interaction on mathematics test scores in Cyprus. Data steamed from 2 longitudinal studies with 4 different age groups of primary school students. The hypothesis that boys tended to outperform girls on the hardest items and girls tended to outperform boys on the easiest items was generally supported for each year group. The effect of social class was also examined. For each social class, there was a correlation between the item difficulty differences estimated on girls and boys separately and the difficulty of the item estimated on the whole sample. It is claimed that in understanding gender differences in mathematics, item difficulty should be treated as an independent variable. Suggestions for further studies are provided, and implications for the development of assessment policy in mathematics are drawn. 相似文献
28.
Leonidas Kyriakides 《School Effectiveness & School Improvement》2013,24(2):103-152
The aim of this study was to test the validity of Creemers' model of educational effectiveness in relation to different criteria of measuring effectiveness. It was also examined whether the variables “personality” and “thinking style” could be included in Creemers' model. Achievement in mathematics, Greek language, and affective aims of schooling were measured at the beginning and at the end of school year 2001?–?2002. Data on most of the variables included in Creemers' model were collected through external observations and questionnaires to students, teachers, and headteachers. Most of the variables of the model showed the expected effects, irrespective of the criterion used to measure effectiveness. The inclusion of the variables “personality” and “thinking style” significantly improves the explained percentage of achievement variation in each outcome measure. Implications for the development of both generic and differentiated models of educational effectiveness are drawn. 相似文献
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Leonidas Kyriakides Bert P. M. Creemers Dona Papastylianou Marietta Papadatou-Pastou 《Scandinavian Journal of Educational Research》2014,58(4):453-478
A framework based on research on bullying and on educational effectiveness was offered to schools to assist them in developing strategies and actions to improve their learning environment, their policy for teaching, and their evaluation mechanisms in order to reduce bullying. At the beginning and end of the intervention, the Revised Olweus Bully/Victim Questionnaire and a teacher questionnaire measuring three school factors (school policy for teaching, school learning environment, and school evaluation) were administered to the experimental and control groups. This experimental study reveals that the intervention had both a direct impact on the reduction of bullying and an indirect impact through improving the school factors. Implications for research into supporting schools to reduce bullying are given. 相似文献
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Anastasia Panayiotou Leonidas Kyriakides Bert P. M. Creemers Léan McMahon Gudrun Vanlaar Michael Pfeifer Galini Rekalidou Matevž Bren 《Educational Assessment, Evaluation and Accountability》2014,26(1):73-93
This study investigates the extent to which the factors included in the dynamic model of educational effectiveness are associated with student achievement gains in six different European countries. At classroom level, the dynamic model refers to eight factors relating to teacher behavior in the classroom: orientation, structuring, questioning, teaching-modeling, application, management of time, teacher role in making classroom a learning environment, and classroom assessment. This paper presents results concerned with the impact of the teacher factors on student achievement. In each participating country (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia), a sample of at least 50 primary schools (n?=?334) was drawn. Written tests in mathematics and science were administered to all grade 4 students (n?=?10,742) at the beginning and at the end of the school year 2010–2011. Students were also asked to complete a questionnaire concerning the eight teacher factors of the dynamic model. Structural equation modeling techniques were used to test the construct validity of the student questionnaire. Both across and within country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors included in the dynamic model. Multilevel analyses revealed that teacher factors are associated with student achievement gains in mathematics and science. Implications for the development of educational effectiveness research and for improving quality of teaching are drawn. 相似文献