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1.
Leonidas Kyriakides Demetris Demetriou 《Journal of Personnel Evaluation in Education》2007,20(1-2):43-64
Teacher Effectiveness Research (TER) could be a foundation upon which a valid teacher evaluation system could be built. However,
even a technically exceptional evaluation system may be doomed to fail if the political dynamics that influence its implementation
are not examined. This study examines the extent to which a proposed teacher evaluation system based on TER is possible to
gain acceptance from the main stakeholders of the Cypriot educational system. The extent to which stakeholders’ reactions
to the proposed system are associated with their personal interests and concerns is also investigated. Both groups recognized
that TER could be a foundation upon which a valid teacher evaluation system could be built but were critical of suggestions
that might reduce their professional power. In order to reach consensus, policy makers should establish procedures to ensure
a clear understanding among stakeholders of both the theoretical assumptions of the proposed system and the type of concerns
that stakeholders might have against change. 相似文献
2.
This article is mainly concerned with the didactical and the epistemological approach towards pupils’ errors in mathematics. The findings of an investigation into a representative sample of Cypriot teachers’ attitudes of errors in mathematics are presented. Although teachers draw on behaviourism as a way of understanding pupils’ errors, a considerable number of teachers seem to be influenced by both cognitive science error theory and the obstacle theory. Inferential statistical analysis revealed that teachers’ attitudes of errors are mainly associated with the attendance of a specialised INSET course in mathematics. Teachers who attended the INSET course in mathematics are generally more influenced by the cognitive science theory and the obstacle theory. Implications for the development of policy on teacher training are discussed. It is argued that with appropriate training teachers will be able to adopt a model of interpreting errors in mathematics based on the didactical and the epistemological approaches. 相似文献
3.
School policy on teaching and the school learning environment (SLE) are the main school factors of the dynamic model of educational effectiveness (Creemers & Kyriakides, 2008). A longitudinal study in which 50 primary schools, 108 classes, and 2369 students participated generated evidence supporting the validity of the dynamic model. This article reports the results of a re-analysis of the data of this study in order to search for direct and indirect effects of school factors included in the model. Using multilevel structural equation modelling techniques, indirect effects of school policy on teaching and SLE upon achievement in mathematics and Greek language are demonstrated. Implications of findings are drawn. Comparing the results of the multilevel direct and indirect effect model with those from using a multilevel regression model, we demonstrate the importance of choosing appropriate conceptual models and using relevant methodological approaches to understand the dynamic nature of educational effectiveness. 相似文献
4.
Leonidas Kyriakides 《Assessment in Education: Principles, Policy & Practice》2004,11(2):143-165
This paper argues for an expanded conception of test validity, in which teachers, as end-users of tests, contribute a distinctive perspective on validity, referred to as inferential validity. It also offers a methodology that could be adopted in order to subject this dimension of validity to scrutiny. An investigation conducted into the meanings constructed by teachers of a literacy test, the Emergent Literacy Baseline Assessment (ELBA), is reported to illustrate the methodology. In the first section of the paper, current conceptions of validity are discussed. It is argued that the validation process for tests should include the clarification and justification of the interpretations and uses of observed scores. This argument is illustrated from the methodology for investigating the validity of the ELBA. Self-assessment questionnaires and focus-group interviews provided data on teachers' views about the validity of the ELBA. Arguments in favour of investigating the validity of large-scale tests by taking into account teachers' perspectives are provided. 相似文献
5.
Daniel Muijs Jim Campbell Leonidas Kyriakides Wendy Robinson 《School Effectiveness & School Improvement》2013,24(1):51-70
Research into teacher effectiveness has traditionally attempted to uncover generic characteristics of effective teachers. However, recently the realisation that teacher effectiveness may be differentiated across different domains has gained recognition. In this article, we propose that researchers and policy-makers develop more differentiated models of teacher effectiveness. An overview of research is given that looks at whether there is evidence for differentiated effectiveness in four areas: different subject and curriculum areas, pupil background and ability, pupils' personal characteristics, and different teacher roles. 相似文献
6.
Konstantinos Petridis Chrisovalantis Malesios Garyfallos Arabatzis Emmanuel Thanassoulis 《Journal of Informetrics》2013,7(2):505-521
In this paper we attempt to assess the impact of journals in the field of forestry, in terms of bibliometric data, by providing an evaluation of forestry journals based on data envelopment analysis (DEA). In addition, based on the results of the conducted analysis, we provide suggestions for improving the impact of the journals in terms of widely accepted measures of journal citation impact, such as the journal impact factor (IF) and the journal h-index. More specifically, by modifying certain inputs associated with the productivity of forestry journals, we have illustrated how this method could be utilized to raise their efficiency, which in terms of research impact can then be translated into an increase of their bibliometric indices, such as the h-index, IF or eigenfactor score. 相似文献
7.
8.
Leonidas A. Zampetakis 《Thinking Skills and Creativity》2008,3(2):154-162
The study tested the extent to which perceived desirability mediates the effects of student creativity and proactivity on entrepreneurial intent. Participants were 199 engineering and business university students from Greek Universities. Results using Structural Equation Modelling indicated that perceived desirability fully mediates the relationship of student creativity, proactivity and entrepreneurial intent. Additionally, proactivity was found to be related to creativity. The findings have implications for explaining perceived entrepreneurial desirability and direct attention on creativity as an essential competence in the entrepreneurial process. 相似文献
9.
Charalambos Y. Charalambous George N. Philippou Leonidas Kyriakides 《Educational Studies in Mathematics》2008,67(2):125-142
This paper focuses on efficacy beliefs with respect to teaching mathematics; it aims at testing and validating an existing
scale for measuring efficacy beliefs in the domain of mathematics, examining the development of preservice teachers’ efficacy
beliefs in mathematics during fieldwork, and identifying factors that contribute to the development of these beliefs. Exploratory
factor analysis applied to longitudinal data collected through a questionnaire administered to almost 90 preservice teachers
elicited a two-factor model, reflecting efficacy beliefs in mathematics instruction and classroom management. Using cluster
analysis, we found four patterns in the development of preservice teachers’ efficacy beliefs regarding these two factors.
Our analysis of semi-structured interviews with eight participants representing these four patterns suggested that preservice
teachers’ efficacy beliefs were mainly informed by experimentation with teaching and interaction with mentors, tutors, peers,
and pupils. Based on our findings, we draw implications for mathematics preservice teacher education and provide suggestions
for future research.
相似文献
| Charalambos Y. CharalambousEmail: |
10.
Teacher Evaluation in Cyprus: Some Conceptual and Methodological Issues Arising from Teacher and School Effectiveness Research 总被引：1，自引：0，他引：1
A critical analysis of policy on teacher evaluation in Cyprus identifies some weaknesses in current practice. It is argued that findings from teacher and school effectiveness studies could be a foundation upon which a more valid teacher evaluation system in Cyprus could be built. It is further argued that limitations in teacher and school effectiveness studies conducted discretely suggest that joint teacher/school effectiveness research should be conducted. Two complementary approaches to improving teacher evaluation in Cyprus are explored. The first is focused on the use of research findings and methodology to improve the existing policy. The second is to complement such an improved system with a school-based self-evaluation approach. Finally, the potential of a self-evaluation approach for locating some power and control over defining effectiveness in the schools and teachers, rather than exclusively in the government is discussed. 相似文献