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1.
A comparison is made of the standards in primary school mathematics in England and Cyprus, drawing upon national curricula, content of textbooks and data from international comparisons of attainment. Standards are conceptualised in three ways: expected, planned and realised. It is demonstrated that high expected and high planned standards, as set in national curricula and textbooks, are not associated with high realised standards. Four possible explanations are explored and policy issues associated with national standard setting are discussed. The value of setting national curriculum standards and targets by reference to comparative international data is raised. 相似文献
2.
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
3.
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
4.
L. Kyriakides 《Educational Research and Evaluation》2013,19(3):214-242
This paper reports and analyses findings from an investigation into Cypriot teachers' perceptions of national policy for curriculum reform in primary schools, with special reference to Mathematics. Questionnaires were sent to three samples of teachers: a 10 per cent sample of Cypriot teachers randomly selected from the total population; all Cypriot beginning teachers; and all beginning teachers who graduated in 1992 from the University of Warwick in the United Kingdom. There were five main findings. First, pupils' ability to solve investigations, and to gain mathematical knowledge were seen as of equal importance while ability to talk about Mathematics the least important. Second, formative purposes of assessment were accorded most, and summative purposes least, importance. Third, teachers approved of active pedagogy. Fourth, they conceptualised assessment as a natural part of teaching but paradoxically favoured formally structured techniques of assessment. Fifth, statistically significant differences between perceptions of the English and Cypriot sample of beginning teachers were associated with the extent of central control on the curriculum. Implications for the implementation of curriculum policy are discussed. 相似文献
5.
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
6.
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
7.
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
8.
Differential Teacher Effectiveness: Towards a model for research and teacher appraisal 总被引：2，自引：1，他引：1
The article reviews the research on teacher effectiveness and develops the case for a model of teacher effectiveness in which differential effectiveness is incorporated. Five problems with current concepts of teacher effectiveness are identified: undue influence of available techniques upon the concept; emphasis on school, to the detriment of teacher, effectiveness; tenuous relationship to teacher improvement; narrowness of operational definitions in research; and the development of generic, rather than differentiated, models. In addition the failure of existing models to explain variance in pupil outcome at the classroom level, the neglect of teacher self-evaluation, and the restricted measures of pupil outcomes are noted. A differential model is proposed incorporating five dimensions of difference. These refer to teacher activity, outside as well as inside the classroom; curriculum subject; pupil background factors; pupil personal characteristics; cultural and organisational contexts of teaching. The developmental functions of such a model for research and for teacher appraisal are explored. Four problems for implementing a differentiated model are raised: complexity, stakeholder expectations, values, and policy acceptability. These are considered in the light of the controversial Hay McBer model in England and of models developed in Europe and the USA in the early decades of the last century. 相似文献
9.
Kyriakides Marios Psaltis Charis 《European Journal of Psychology of Education - EJPE》2023,38(1):179-202
European Journal of Psychology of Education - We propose genetic social psychology as a theoretical framework to render intelligible both the suppression of the expression of prejudice and... 相似文献
10.