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This paper argues for establishing stronger links between educational effectiveness research and school improvement. It presents the results of a 3-year study investigating the impact of the dynamic approach (DA) to school improvement on promoting student achievement in mathematics. It explores duration (offering the DA for more than 1 year) and sustainability effects of the DA. A sample of 18 secondary schools in Cyprus participated in this study. Two experimental groups used the DA to develop their school improvement strategies. The first group employed the DA for the first 2 intervention years and was more effective than the control group in promoting mathematics achievement at the end of the 1st, 2nd, and 3rd year. Schools that made use of the DA for all 3 years were found to be the most effective at the end of the 3rd year. Implications for research, policy, and practice are discussed. [ABSTRACT FROM AUTHOR]

The paper investigates the potential of using international large-scale assessment studies for conducting follow-up studies testing models of educational effectiveness. The impact of teacher factors coming from the dynamic model of educational effectiveness and the dialogic education theory on student literacy achievement is examined. Modern Greek teachers from secondary schools that participated in PISA 2018 (Accessed on ) in Cyprus were recruited. Two Grade 11 classes per teacher were selected, giving 392 students in total. Observation data from Greek lessons and student literacy achievement data were collected. Two multilevel regression analyses were conducted: one with the whole student sample and one with only students from whom PISA prior achievement measure was identified. When prior achievement (i.e., PISA measure) was considered, additional and larger effects of factors on student final achievement were detected. Both analyses reveal that when factors from both frameworks were considered, larger variance in student achievement was explained. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore whether particular aspects of quality of teaching belong to a single scale and identify those aspects which are more difficult to master for student teachers (STs) in the context of early field placement. It also examines whether these aspects could be grouped in stages according to their difficulty. The participants of the study were 154 STs enrolled in an early field placement program at the University of Cyprus. Real-time classroom observations were conducted in different subject areas, corresponding to the STs’ teaching efforts. Analysis of data using the Rasch and the Saltus models revealed that the eleven aspects of teaching are structured in four stages with a diverse transition, in terms of difficulty, from one stage to the other. Such findings stress the importance of a research-based coursework design during practice, based on the challenges STs face during early field placement. [ABSTRACT FROM AUTHOR]

This paper examines the extent to which teacher factors of the dynamic model of educational effectiveness can explain variation in student achievement in mathematics. It also searches for the extent to which any of these factors matters more for academically resilient students than for all the other low-socioeconomic-status students. Participants were all teachers (N = 66) of 14 schools in socioeconomically disadvantaged areas who teach mathematics to students of Grades 4–6 (N = 904). Teacher factors were measured through a student questionnaire, whereas mathematics achievement at the beginning and the end of the school year was measured through written tests. Student background characteristics were measured through a student questionnaire. Information on parents' occupational status was also collected. Multilevel modelling analysis revealed that all teacher factors explain variation in mathematics achievement. Differential effects for all factors but modelling and assessment were identified. Implications of findings are discussed. [ABSTRACT FROM AUTHOR]

To explore the wider educational environment included in the dynamic model of educational effectiveness, this paper reexamines the association between student achievement and two national culture dimensions: Monumentalism-Flexibility and Collectivism-Individualism. Using Programme for International Student Assessment (PISA) 2018 data of 317,127 students, 12,058 schools, and 41 countries, we evaluated three-level regression models controlling for students' socioeconomic status, gender, and grade; school's average socioeconomic status; and countries' wealth. The results of the multilevel regressions show significant negative associations of the two culture dimensions with student achievement in mathematics, science, and reading. However, our models indicate that Monumentalism-Flexibility is a better predictor of student achievement in mathematics and science, and that there is variation in effect sizes across domains. Implications for educational effectiveness research are drawn. [ABSTRACT FROM AUTHOR]

This study investigates differential effectiveness of teacher behaviour in relation to classroom composition by searching for the extent to which teachers exhibit the same teaching skills when they teach mathematics in different classrooms within a school year. Twenty-six teachers who taught mathematics in more than one classroom of the same age group of students participated in this study. Quality of teaching was measured through external observations and student questionnaires. Student achievement in mathematics at the beginning and at the end of the school year was measured. Data about each teacher factor of the dynamic model but orientation and dealing with student misbehaviour were generalizable at the teacher level. Multilevel structural equation modelling analysis revealed that all teacher factors had an effect on student achievement. Prior achievement (aggregated at classroom level) had an effect on the functioning of two factors (orientation and dealing with misbehaviour). Implications of findings are drawn. [ABSTRACT FROM AUTHOR]

Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5,476 students from 125 elementary schools in Serbia and 5,021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement were comprised from students' Trends in International Mathematics and Science Study (TIMSS) 2011 scores and national examination results, respectively. Data were analyzed using multilevel modeling. The results indicate that teacher factors from the dynamic model did not impact student achievement in mathematics and biology but influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research. [ABSTRACT FROM AUTHOR]

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., Cyprus, Greece, and Ireland) and their Grade 4 and 5 students (n = 2,844) participated in this study. Two experimental groups used DA to develop school improvement strategies and action plans. The first experimental group, which employed DA for only 1 school year, was more effective than the control group in promoting student achievement in mathematics and reducing the impact of SES on achievement both at the end of the 1st and 2nd implementation year. Schools which made use of DA for 2 years were found to be the most effective at the end of the 2nd year. [ABSTRACT FROM AUTHOR]

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 testing the theoretical framework upon which each intervention is based. We stress the importance of using Multilevel Structural Equation Model (MSEM) for identifying indirect effects of whole school interventions on student learning. To illustrate the strengths of this approach, we present an experimental study investigating the impact of the Dynamic Approach to School Improvement (DASI) on promoting student learning outcomes. The methods of this study and the use of mediation MSEM in a 2-2-1 design to test the main theoretical assumption of DASI are presented. The intervention was found to have both a direct (d = 0.21) and an indirect effect (d = 0.13) on student achievement in mathematics. Implications for designing and evaluating theory-driven school improvement approaches are drawn. [ABSTRACT FROM AUTHOR]

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 Educational Panel Study. This study is focused on achievement gaps related to socioeconomic status within secondary school classes. Results suggest medium to high convergent validity between different indicators. Longitudinal indicators outperform cross-sectional indicators in regard to considering student intake. Multilevel indicators are advantageous for handling sampling error. However, indicators based on ordinary least squares regression analysis and mean differences can be standardised and are easy to interpret. A strategy for choosing appropriate indicators to measure equity in education is presented. In regard to the sample structure, the number of students per class was found to be crucial for equity measurements. [ABSTRACT FROM AUTHOR]

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 1, Year 2, and Year 3. A parent questionnaire measured student background factors and the HLE, whereas external observations measured the teacher factors. One aspect of the HLE (i.e., home learning materials) was associated with student achievement, not only at the end of Year 1 but also at the end of Year 3. Almost all teacher factors were associated with student achievement at the end of Year 1 and at the end of Year 3. The long-term effect of teachers was stronger than their short-term effect. Implications for research, policy, and practice are drawn. [ABSTRACT FROM AUTHOR]

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 2 subject matters with differences in teaching context and targeted learning objectives, mathematics and physical education, in this study, we examined how consistent 18 elementary schoolteachers were in promoting student cognitive and psychomotor learning outcomes; we also investigated the consistency in instructional quality across their lessons, as measured by a generic observational instrument. The study provides evidence supporting teacher differential effectiveness across curriculum areas. We discuss the practical implications of the study findings for summative and formative teacher evaluation, their theoretical implications for developing differential models of teaching effectiveness, and their methodological implications for exploring teacher effectiveness using value-added models and classroom observation data. [ABSTRACT FROM AUTHOR]

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 that the socioeconomic gap in student achievement in each of the 2 core subjects (mathematics and language) tends to be smaller in classrooms and schools that are more effective than others in promoting student learning outcomes (after controlling for prior achievement, socioeconomic status, and gender). Such a relation was not identified when searching for differential teacher and school effectiveness in terms of gender. Implications for research on promoting quality and equity are drawn. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

An introduction is presented in which discusses issue on topics including improvement of Programme for International Student Assessment (PISA) study design; issue of sampling eligibility in PISA in relation to students with special educational needs; and student participation.

This paper investigates the impact of national policies for improving teaching and the school learning environment (SLE) on student achievement. In each participating country (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia), a sample of at least 50 schools was drawn and tests in mathematics and science were administered to all Grade 4 students (N = 10,742) at the beginning and end of school year 2010-2011. National policies were measured through (a) content analysis of policy documents, (b) interviews with policymakers, and (c) head-teacher questionnaires. Multilevel analyses revealed that most aspects of national policies for teaching and SLE were associated with student achievement in each subject irrespective of the source of data used to measure them. Implications are, finally, drawn. [ABSTRACT FROM AUTHOR]

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 are negatively correlated with unobserved prior achievement performance, because teachers offer more support to lower performing students, and not that these strategiescauselower performance. This paper examines omitted prior achievement bias in teaching effects with prior achievement data available for students in England participating in the Progress in International Reading Literacy Study. Further, it proposes an analytical approach to account for omitted prior achievement bias in international estimates. The paper argues that the bias is not simply a technical artefact, but reflects educational mechanisms unobserved in international assessment studies, which can be captured with matched assessment data-sets or with evidence from previous studies. Estimates of these mechanisms can be used to postulate scenarios of the bias across education systems and thereby adjust international estimates of teaching effects as if prior achievement were observed. Potentials and limitations of this approach for studying educational effectiveness with international assessment data are discussed. [ABSTRACT FROM PUBLISHER]

Heightened accountability pressures and an increased emphasis on teaching quality have directed scholarly attention to scrutinizing instruction, particularly with respect to issues of validity and reliability. However, these attempts have largely been directed toward “core” content areas and investigated generic or content-specific instructional aspects separately. Focusing on a less explored area, physical education, and concurrently attending to both instructional aspects, in this exploratory study, we examined whether the optimal lesson-rater combination needed to obtain reliable teaching-quality estimates differs depending on the type of instructional aspects considered. Data analysis of 147 lessons using generalizability theory suggested that either a 3-lesson-2-rater or a 4-lesson-1-rater combination yields sufficiently reliable estimates for nearly all dimensions examined (generic or content specific). Quality of student practice, however, required 11 lessons scored by 2 raters. These findings underline the importance of examining individual dimensions within a given observational instrument and the merit of carefully selecting and training raters. [ABSTRACT FROM AUTHOR]

Background.The dynamic model of educational effectiveness (DMEE) is a comprehensive theoretical framework including factors that are important for school learning, based on consistent findings within educational effectiveness research.Purpose.This study investigates the impact of teacher and school factors of DMEE on mathematics and science achievement, and identifies factors with equalising qualities in terms of helping low-achieving student groups to catch up with their better-achieving peers.Sample.Data were retrieved from a large-scale, longitudinal project conducted in 571 classes in 334 schools in 6 European countries (Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia). In each country, a sample of about 50 schools was drawn, and tests in mathematics and science were administered to all grade 4 students (N = 10,742) at the beginning and end of school-year 2010–2011.Design and methods. Data on teacher factors were collected through student questionnaires, and data on school factors were collected through teacher questionnaires. Two-level regression models were applied. Interaction effects between the factor and the group composition were estimated, while controlling for prior achievement.Results.Our results confirm the importance of most tested teacher factors (except for modelling and qualitative structuring) and all tested school factors of DMEE for effective math and science education. The majority of these factors appear to make an even greater difference for low-achieving student groups.Conclusions. Our results provide further validity to DMEE at classroom and school level, and indicate that most factors make a greater difference for low-achieving student groups. Thus, effective teaching is an important aspect for reducing the achievement gap. This illustrates the importance of placing the most effective teachers in schools with the highest percentage of underachieving students. Policy should encourage good teachers to teach in low-achieving schools by making these jobs more attractive, both financially and in terms of work conditions. [ABSTRACT FROM PUBLISHER]

This European project investigates the impact of the school factors included in the dynamic model of educational effectiveness on student achievement. In each participating country (Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia), a sample of at least 50 schools was drawn and tests in mathematics and science were administered to all grade 4 students (n = 10,742) at the beginning and end of school year 2010–2011. Teachers completed a questionnaire measuring school policy on teaching, the school-learning environment and the evaluation of school policy. Multilevel analysis revealed that the school factors measuring policy on teaching, the school-learning environment and the evaluation of school policy explain student achievement gains in mathematics and science across countries and in each participating country. The effect sizes of these factors are equally important for explaining variation in student achievement in each subject. Descriptive analyses also show that there is scope for improving the factors included in the dynamic model in each country. Implications for research, policy and practice are drawn. [ABSTRACT FROM AUTHOR]

This paper refers to the Dynamic Integrated Approach (DIA) towards teacher professional development, which attempts to merge research findings on teacher effectiveness and teacher professional development. The theoretical framework and the major features of the DIA are presented. It is argued that the DIA can be effectively implemented through five steps: establishing clarity and consensus about aims and objectives; identifying needs and priorities for improvement through empirical investigation; provision of improvement guidelines, reflection opportunities and coaching on effective teaching by the Advisory and Research Team; establishing a formative evaluation mechanism; and finally establishing a summative evaluation system. Results of empirical studies providing support to the basic elements and the overall effectiveness of the DIA are also presented. Implications of the findings are discussed and suggestions for further research, particularly in exploring the conditions under which the DIA could have a long-lasting effect on teacher effectiveness, are finally drawn. [ABSTRACT FROM PUBLISHER]

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 approach to school improvement is stressed. In this context, the dynamic approach to school improvement (DASI), which attempts to use the knowledge base of EER for improvement purposes, is presented. Beyond presenting the essential characteristics, assumptions, and stages of DASI, its relationship with the dynamic model is clarified. Moreover, studies investigating the impact of DASI on promoting student learning outcomes are presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for further research are provided. [ABSTRACT FROM PUBLISHER]

The main objective of this study was to quantify the impact of failing to account for measurement error on school compositional effects. Multilevel structural equation models were incorporated to control for measurement error and/or sampling error. Study 1, a large sample of English primary students in Years 1 and 4, revealed a significantly negative compositional effect associated with school-average achievement that became more negative after controlling for measurement error. Study 2, a large study of Cypriot primary students in Year 4, showed a small, positive but statistically significant compositional effect that became non-significant after controlling for measurement error. Our findings have important methodological, substantive, and theoretical implications for on-going debates on the school compositional effects on students’ outcomes, because nearly all previous research has been based on traditional approaches to multilevel models, which are positively biased, due to the failure to control for measurement error. [ABSTRACT FROM PUBLISHER]

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. [ABSTRACT FROM PUBLISHER]

One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the identification of a range of behaviours which are positively related to student achievement. A key limitation of this research, however, is its focus on basic skills in English and maths. Therefore, in the 2nd section we review research on “new learning” and teaching for metacognitive and thinking skills. While in these 2 sections we have discussed key findings from research on teaching, including emerging knowledge on metacognition, it is important to continue to take into account ongoing developments in theories of learning. In the 3rd section of this paper, we develop the argument that a major contributing factor to this situation is that “state-of-the-art” understandings about processes and conditions that promote student learning are typically not used to construct appropriate learning environments for their teachers. [ABSTRACT FROM PUBLISHER]

This paper argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. In each participating country (i.e. Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia), a sample of at least 50 primary schools was used and all grade 4 students (n = 9967) were asked to complete a questionnaire concerning the eight factors of the dynamic model. Structural equation modelling techniques were used to test the construct validity of the questionnaire. Both across- and within-country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model. Implications for teacher education are drawn. [ABSTRACT FROM PUBLISHER]

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 Netherlands) received support to use DASI in order to improve the functioning of school factors included in the dynamic model of educational effectiveness which are associated with reduction of bullying. The Revised Olweus Bully/Victim Questionnaire was administered to students of the experimental (n = 1461) and control (n = 1535) group at the beginning and at the end of the intervention. With the use of multilevel modelling techniques, it was found that schools which made use of DASI were able to reduce bullying at a significantly higher level than the schools of the control group. Implications for the development of effective policies and practices in reducing bullying are drawn. [ABSTRACT FROM PUBLISHER]

This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are discussed. Moreover, a study aiming to compare the impact of DASI in helping schools to reduce bullying is presented. The results reveal that DASI has a stronger impact on improving school factors and reducing bullying than other approaches to school improvement. Suggestions for further research investigating the sustainability of DASI on school effectiveness are provided and policy implications are drawn. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Educational effectiveness research (EER) has accumulated much knowledge in the areas of school effectiveness research (SER), teacher effectiveness research (TER) and school/system improvement research (SSIR). Yet many schools and educational systems are not making enough use of the material and their insights. The article reviews evidence of practitioner engagement and finds it limited in the areas of SER, greater in the area of TER and most prevalent in SSIR. Policy-maker engagement has been notable in some countries, but more limited in others. The article concludes by arguing for a new paradigm of EER that studies multiple levels of the educational system simultaneously utilising multiple methods and involves practitioners and policy-makers in a true EER community of expertise, in order to increase the reach and take-up of the discipline. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM PUBLISHER]

This paper investigates the impact of three different approaches to establishing School Self Evaluation (SSE) mechanisms upon student achievement. Using group randomisation, four groups of schools were created. Different types of support were provided to the first three groups of schools in order to help them establish SSE mechanisms, whereas no SSE mechanism was established in any of the schools of the fourth group. In the first group, school stakeholders were offered the opportunity to develop their own SSE mechanisms and design their own improvement strategies. The second group followed the same process in designing SSE mechanisms as the first, but before introducing this approach support was offered to the stakeholders in order to address and reduce their concerns about SSE. The third group was asked to develop SSE mechanisms and take decisions for their improvement strategies which were in line with the knowledge base of educational effectiveness research. All three experimental groups had better results than the control group, but the impact of the third approach on student achievement was higher than the impact of the other two approaches to SSE. Implications for research on SSE are drawn. [ABSTRACT FROM AUTHOR]

This paper argues that Educational Effectiveness Research (EER) should establish closer links with research on teacher professional development. A dynamic integrated approach (DIA) to teacher professional development is proposed. The methods and results of a study comparing the impact of the DIA and the Holistic Approach (HA) to teacher professional development are presented. Teaching skills of 130 teachers and achievement of their students (n = 2356) were measured at the beginning and at the end of the intervention. Teachers found to be at a certain developmental stage were randomly allocated evenly into 2 groups. The first group employed the DIA and the second the HA. Teachers employing the DIA managed to improve their teaching skills more than teachers employing the HA. The use of the DIA also had a significant impact on student achievement. Implications of findings for the use of EER for improvement purposes are drawn. [ABSTRACT FROM AUTHOR]

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 model. Since the follow-up study took place in the same schools where the original study took place, changes in the effectiveness status of schools and in the functioning of effectiveness factors were identified. Discriminant function analysis reveals that changes not only in the functioning of some school factors but also in the quality of teaching practice can help us classify the schools into those which improved their effectiveness status, those which remained equally effective, and those which even reduced their effectiveness status. Implications of findings for the development of educational effectiveness research are drawn. [ABSTRACT FROM AUTHOR]

The dynamic model of educational effectiveness defines school level factors associated with student outcomes. Emphasis is given to the two main aspects of policy, evaluation, and improvement in schools which affect quality of teaching and learning at both the level of teachers and students: a) teaching and b) school learning environment. Five measurement dimensions are used to define each factor: frequency, stage, focus, quality and differentiation. This paper reports the results of a longitudinal study testing the validity of the dynamic model at the school level. The multidimensional approach to measure the school level factors was supported and most of the factors and their dimensions were found to be associated with student achievement in different learning outcomes. Implications for the development of the dynamic model and for educational practice are drawn. [ABSTRACT FROM AUTHOR]

This paper refers to a dynamic perspective of educational effectiveness and improvement stressing the importance of using an evidence-based and theory-driven approach. Specifically, an approach to school improvement based on the dynamic model of educational effectiveness is offered. The recommended approach to school improvement gives emphasis to quality of teaching and to conditions created at different levels for improving the quality of teaching. Moreover, we stress the importance of a whole school approach and the use of data collected through school self-evaluation mechanisms for decision-making about improvement of policies and actions. Furthermore, the improvement approach related to this model emphasizes the use of the available knowledge-base in relation to the main aims of the efforts made by schools to deal with the different challenges/problems being faced. Finally, we provide suggestions for research investigating under which conditions schools can make use of the dynamic model and establish an evidence-based and theory-driven approach to school improvement. [ABSTRACT FROM AUTHOR]

This article reports the results of a study in which the basic regression-discontinuity approach to assess the effect of 1 year of schooling is extended. The data analysis covers the 6 grades of secondary education in Cyprus and thus assesses the contribution of secondary education to the cognitive development of 12- to 18-year-old students. A model with multiple cut-off points is fitted. Achievement scores on both curriculum-based tests in language and mathematics and the non-curriculum-referenced Comprehensive Test of Cognitive Development (CTCD), which measures the development of 5 domains of reasoning (i.e., categorical, quantitative, spatial, causal, and propositional), were analysed to measure the effect of schooling. Implications of findings for the development of educational effectiveness research are drawn. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This paper investigates the extent to which the teacher factors of the dynamic model are associated with achievement in language and mathematics at the end of pre-primary and at the end of primary education. Stratified sampling was used to select 52 primary and 76 pre-primary schools in Cyprus. All the students who attended the last year of the school sample were chosen. In each study, student skills in language and mathematics were measured at the beginning and at the end of school year. Quality of teaching was measured by independent observers. Almost all factors were found to be associated with achievement in language and mathematics at both phases of schooling, supporting their generic nature. Two factors (teaching modelling and orientation) were found to be associated with achievement in mathematics and language of primary students only. Differential effects of two factors (application and assessment) upon these two groups of students were identified. Implications for the development of educational effectiveness research are drawn. [ABSTRACT FROM AUTHOR]

This paper presents the methods and the main results of the 6 studies which were conducted in order to test the validity of the comprehensive model of educational effectiveness. The synthesis of these studies reveals that some support to the model has been provided. It is also demonstrated that 2 characteristics of the comprehensive model concerned with its multilevel nature can be seen as starting points for the development of the dynamic model of effectiveness, which is able to establish strong links between effectiveness research and improvement of practice. Finally, the results of these studies reveal the importance of 4 elements of the dynamic model concerned with its attempt to (a) use a framework to measure the functioning of effectiveness factors, (b) take into account new theories of learning in defining classroom-level factors, (c) incorporate results of differential effectiveness research, and (d) illustrate the dynamic perspective of effectiveness. [ABSTRACT FROM AUTHOR]

This paper reviews educational effectiveness theory, concentrating on the time stability of the teacher and school effect. The contribution of longitudinal studies investigating the long-term effect of schools and teachers to modelling educational effectiveness is discussed. Findings of a longitudinal study on the progress of students (N=1681) in mathematics during their first four years at the primary school are presented. Results of this study reveal that traditional approaches of measuring educational effectiveness tend to overestimate the short-term effects of teachers and student background factors and underestimate the long-term effects of teachers and schools. Implications of findings for the theory of educational effectiveness and especially for the concepts of teacher and school effects and their stability are drawn. Finally, suggestions for establishing evaluation mechanisms to improve practice are provided. [ABSTRACT FROM AUTHOR]

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. Moreover, empirical support to the model and the use of this measurement framework is provided. Specifically, the paper refers to the methods and results of a study conducted in Cyprus which investigates the validity of the model at the classroom level by measuring teacher effectiveness in mathematics, language, and religious education. It is shown that the proposed measurement framework can be used to describe each classroom-level factor. The added value of using these 5 dimensions of the classroom-level factors to explain variation on student achievement is also identified. Finally, implications for the development of the dynamic model are drawn. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue, including one by Bert Creemers on educational effectiveness theory and research and another by David Reynolds on the implications of the international school effectiveness research.

This paper is concerned with the importance of testing and developing integrated multilevel educational effectiveness models through comparative studies in educational effectiveness. It is argued that secondary analyses of international comparative studies could help researchers test and develop integrated multilevel educational effectiveness models. To support this argument, a secondary analysis of TIMSS 1999 data was conducted in order to provide empirical support to the comprehensive model of educational effectiveness. A secondary aim of this analysis was to shed light on the value of the results that can be obtained from comparative studies in educational effectiveness. The methods used to conduct the secondary analysis and its main results are presented. Finally, the implications of the findings for the development of a theoretical framework of educational effectiveness research are drawn. [ABSTRACT FROM AUTHOR]

This article presents information on 2 international educational effectiveness studies, one completed and the other ongoing. The 2nd study is, to a large degree, a reaction to a methodological problem encountered in the 1st study, the lack of an internationally valid instrument measuring teacher effectiveness. This article presents 4 reasons for conducting the 2nd study (International System for Teacher Observation and Feedback (ISTOF)) and then details the overall work plan for ISTOF-I (2004 – 2006) and ISTOF-II (2006 – 2007). The sample of 20 fully participating country teams in ISTOF is very diverse with representatives from nearly all geographic areas of the world (North and South America, Europe, Africa, Asia), many of which have never participated in teacher or school effectiveness research. This article summarizes progress made on the development of the ISTOF protocol, including the generation of components and indicators of teacher effectiveness. In many ways, the study is already a success, due to the diversity of the participating countries and their generation of major parts of the protocol during ISTOF-I. Nevertheless, this article concludes with a discussion of some of the major challenges that the research team will face as it begins ISTOF-II. [ABSTRACT FROM AUTHOR]

Background One of the major problems that confronts most educational systems concerns the need for developing a valid personnel evaluation system based on a strong theoretical framework. Unless the criteria for evaluating teachers emerge from tested theories on teacher and school effectiveness, evaluators cannot readily be accountable for how their judgements about teacher performance have been arrived at. The main theoretical models of teacher effectiveness research (TER) can be seen as a source for generating a set of criteria for teacher evaluation that captures the multiple teacher roles in changing the educational environment. Teachers themselves should also be engaged in the process of generating such criteria, if they are to accept them as a means for measuring their professional effectiveness. Purpose The study attempts to generate measurable criteria of teacher evaluation, by taking into account the main principles upon which the various theoretical models of TER have been developed. Teachers' perceptions of the appropriateness of these criteria for conducting formative and summative evaluation are investigated. Sample A questionnaire was administered to a stratified sample of 355 Cypriot primary teachers and 237 completed questionnaires were returned. The sample was representative of the Cypriot primary teacher population in terms of gender (male: 25.3%, female: 74.7%), administrative position (teachers: 75.4%, deputy headteachers: 16.5%, headteachers: 8.1%) and teaching experience (mean: 14.8 years). Design and methods Drawing on the main models of TER, 42 criteria of teacher evaluation were developed. Teachers were asked to evaluate the appropriateness of each criterion twice, both for formative and summative purposes. Descriptive analysis was used to identify teachers' perceptions concerning the appropriateness of those criteria, while the application of Pearson correlation indicated whether teachers evaluated in comparable ways the criteria for formative and summative purposes. Cluster analysis was employed to examine whether teachers' evaluations of the 42 criteria mirrored the grouping of the criteria in the TER models from which they were drawn. Kendall's test was used to identify whether there was consensus among teachers regarding the way in which they ranked those criteria for either of the two evaluation purposes. Results The 42 criteria were classified into six categories which were comparable to the theoretical models of TER. Cypriot teachers considered the criteria related to the ‘Working process’ model as the most appropriate for conducting both formative and summative evaluation, while the criteria that emerged from the ‘School constituencies satisfaction’ model and the ‘Accountability’ model were seen as the least appropriate. The study indicated that the appropriateness of the criteria used for teacher evaluation cannot be judged unless it is clear whether they are employed for formative or summative evaluation purposes. Conclusions TER can comprise a significant source for drawing criteria for teacher evaluation. Cypriot teachers acknowledged the importance of developing distinct criteria for formative and summative evaluation purposes. The process of developing teacher evaluation criteria could be further supported were it informed by the integrated multilevel school effectiveness models that have the potential to place multiple aspects of the teacher role in a wider perspective of school realities. [ABSTRACT FROM AUTHOR]

This paper argues that Educational Effectiveness Research (EER) could be a foundation upon which studies of the International Association of the Evaluation of Education (IEA) could be based, both in terms of their design and in terms of data analysis. First, it is supported that multilevel modelling techniques, some of the most frequently used statistical techniques in the domain of EER, offer a wider spectrum in analysing IEA data. An illustrative example is used to provide support for this argument. Specifically, TIMSS 1999 data concerning student self‐perceptions and achievement in both mathematics and science were analysed using single‐ and multilevel analyses. While single‐level analysis resulted in positive correlations at the micro‐level and negative correlations at the macro‐level, the findings of multilevel analysis did not support such contradictious relationships. Second, the paper argues that the design of international comparative studies could be based on the theoretical models of EER that attempt to explain the variation in student achievement by taking into account variables at different levels. To support this argument a large number of variables taken from the student, teacher and school questionnaires of TIMSS 1999 associated with the comprehensive model of educational effectiveness were added to a multilevel model. Implications for the design of comparative studies are drawn. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The author presents findings of an attempt by a primary school in Cyprus to implement a policy on partnerships that encourages parents to work with their children in school. Before the introduction of the school policy, student attainment was similar to that of students at a primary school that did not introduce a partnership policy. Six months after the partnership policy was implemented, students at the experimental school had higher attainment in each core subject. In a value-added analysis of the educational progress of students at the experimental school in each of the 3 core subjects, the author found that all students had improved the quality of their academic work in Greek language, social science, and mathematics, irrespective of socioeconomic background. An examination of parent and student attitudes toward school policy revealed that both groups developed positive attitudes toward the partnership policy. Moreover, parents claimed that their classroom visits contributed significantly to improved teacher communication and to student behavior at home. Implications for development of research and evaluation on partnerships are reported. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]