Search

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]

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]

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]

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 aims to investigate if and how students' engagement in mathematics affect their learning outcomes. Specifically, it searches for direct and/or indirect effects of instructional engagement on cognitive and affective learning outcomes in mathematics. Separate multilevel analyses were employed for each European country that participated in TIMSS 2015 cycle. Initially, the direct effect of instructional engagement on both math achievement and students' attitudes towards learning mathematics was examined. A direct effect of instructional engagement on attitudes towards learning mathematics was identified. Then, the indirect effect of instructional engagement on math achievement via the students' attitudes towards learning mathematics was investigated. In eight countries, indirect effects of instructional engagement on cognitive outcomes were identified. Implications of findings for research, policy, and practice are drawn. • Effects of instructional engagement on student learning outcomes are examined. • Instructional engagement has a direct effect on affective outcomes in mathematics. • Indirect effect of instructional engagement on cognitive outcomes is observed. [ABSTRACT FROM AUTHOR]

This paper proposes a theoretical framework on how school policy can promote student learning. School policy is considered to have an indirect effect on student achievement by changing school stakeholders' actions toward improving the School Learning Environment (SLE) and teaching practice. A reciprocal relationship between school policy and stakeholders' actions is also considered. A longitudinal study was conducted to test the framework's main assumptions. A stratified sample of 64 primary schools was selected and students' achievement in Mathematics at the beginning of Grade 4 and at the end of the next three consecutive school years was measured, alongside the school policy and teachers' actions with regards to issues associated with teaching and the SLE. The results of multilevel structural equation modelling analyses supported the main assumptions of the framework. Implications for the development of school policy are drawn and suggestions for further research are provided. [ABSTRACT FROM AUTHOR]

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]

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]

Highlights: [•] A framework for measuring teachers’ skills in using various techniques of assessment is proposed. [•] Development and validation of an instrument to measure teachers’ assessment skills is discussed. [•] Teachers’ assessment skills are grouped into four stages of assessment behaviour, which move from skills associated with everyday routines to differentiation in assessment. [•] Teachers situated at higher stages are more effective in promoting student learning outcomes. [ABSTRACT FROM AUTHOR]

Meta-analysis comprises a powerful tool for synthesizing prior research and empirically validating theoretical frameworks. Using this tool and the dynamic model of educational effectiveness as a guiding framework, in this paper we present a meta-analysis of 167 studies investigating the impact of teaching factors on student achievement. The factors of the dynamic model were found to be moderately associated with student achievement; in contrast, factors not included in the model were weakly associated with student learning, with the exception of two factors associated with constructivism. In discussing the study findings, we consider their theoretical, methodological, and practical implications. [Copyright &y& Elsevier]

This article examines whether variation in school effectiveness in terms of reducing bullying can be attributed to differences in their classroom and school learning environment. All 6th grade students (n = 1504) of 35 primary schools in Cyprus participated in this study. The revised Olweus bully/victim questionnaire was used to measure bullying at the beginning and at the end of the school year. A questionnaire measuring the classroom learning environment was also administered to the student sample. A teacher questionnaire was used in order to measure school policy and actions taken to improve the school learning environment. Multilevel modelling techniques were used to analyse our data. Almost all factors concerned with the school and the classroom learning environment and school evaluation were found to be associated with reduction of bullying. Implications of findings for research on 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]

This paper reports the results of an experimental study investigating the impact and the one-year sustainability of the effects of the Dynamic Integrated Approach (DIA) to teacher professional development. Teaching skills of the participating teachers and their student achievement in mathematics were measured at the beginning and at the end of the interventions. The DIA had an impact on improving teaching skills and student achievement. A follow-up measurement of teaching skills, one year after the end of the interventions, revealed no further improvement or declination. Implications are drawn and suggestions for further research are provided. [Copyright &y& Elsevier]

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]

Abstract: This paper illustrates the application of existing guidelines to develop a test grounded in theoretical perspectives and empirical findings in the area of problem solving. By documenting this process, the paper outlines the challenges test developers face when seeking to construct a theory/research-driven test, discusses the decisions made at different junctures, and emphasizes that the findings from test administration need to be seen in perspective of those decisions. Moving beyond the guidelines proposed in the literature on test development, the paper also suggests that the results of test administration be linked to instruction and explores how instruction could have informed and might be informed by these findings. [Copyright &y& Elsevier]

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]

This paper reports the results of a meta-analysis in which the dynamic model of educational effectiveness is used as a framework to search for school factors associated with student achievement. The methods and results of a synthesis of 67 studies are presented. Findings reveal that effective schools are able to develop policies and take actions in order to improve their teaching practice and learning environment. Factors excluded from the dynamic model were found to be only weakly associated with outcomes. Implications for research on school effectiveness and for improvement of practice are drawn. It is illustrated that this approach of conducting meta-analysis helps us interpret the findings by providing support to the validity of the dynamic model and suggestions for its further development. [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]

We present results of a longitudinal study in which 50 schools, 113 classes and 2,542 Cypriot primary students participated. We tested the validity of the dynamic model of educational effectiveness and especially its assumption that the impact of school-factors depends on the current situation of the school and on the type ofproblems/dtjficulties the school is facing. Reference is made to the methods used to test this assumption of the dynamic model by measuring school effectiveness in mathematics, Greek language, and religious education over two consecutive school years. The main findings are as follows. School factors were found to have situational effects. Specifically, the development of a school-policy for teaching and the school evaluation of policy for teaching were found to have stronger effects in schools where the quality of teaching at classroom level was low. Moreover, time stability in the effectiveness status of schools was identified and thereby changes in the functioning of schools were found not to have a significant impact on changes in the effectiveness status of schools. Implications of the findings for the development of the dynamic model and suggestions for further research are presented. [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 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 article presents the results of an evaluation study in Physical Education (PE) in which 23 schools, 49 classes and 1142 year 4 Cypriot students participated. This study attempted to identify the extent to which a theoretical framework of educational effectiveness research based on Creemers' model can be developed. The relationship between generic and differentiated effectiveness was also examined. Most of the variables in Creemers' model showed the expected effects, irrespective of the criterion used to measure effectiveness in PE. The great majority of teachers were found to be equally effective in achieving different aims of PE. There was some variability in the effectiveness status of most teachers who were expected to teach PE in classrooms of different schools. Implications of findings for the development of generic and differentiated models of educational effectiveness are drawn. [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]

• Stages of teachers' skills in assessment define the training focus of DA. • The CBA benefits teachers of stage 1 but no impact on student achievement is found. • The DA has a positive impact on promoting the assessment skills of all teachers. • The DA has a positive effect on promoting student learning outcomes. • Differential effects of DA based on teacher stages are identified. This study investigates the extent to which the Dynamic Approach (DA) to Teacher Professional Development (TPD) can help teachers develop their assessment skills and through that contribute to the improvement of student learning outcomes. To achieve this aim, a multi-treatment group randomisation study was conducted to compare the impact of the DA with the impact of the Competency-Based Approach (CBA) on developing assessment skills and promoting student learning outcomes. Assessment skills of 178 teachers and achievement of their students (n = 2358) were measured before and after the intervention. The DA had greater impact on teacher assessment skills and student learning outcomes than the CBA. Differential effects were also identified since differences in the impact of each approach were only identified for teachers who were situated at higher stages of assessment skills. Implications of findings for research, policy and practice are drawn. [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]

Background. Bullying is a problem in schools in many countries. There would be a benefit in the availability of a psychometrically sound instrument for its measurement, for use by teachers and researchers. The Olweus Bully/Victim Questionnaire has been used in a number of studies but comprehensive evidence on its validity is not available. Aims. To examine the conceptual design, construct validity and reliability of the Revised Olweus Bully/Victim Questionnaire (OBVQ) and to provide further evidence on the prevalence of different forms of bullying behaviour. Sample. All 335 pupils (160 [47.8%] girls; 175 [52.2%]) boys, mean age 11.9 years [range 11.2–12.8 years]), in 21 classes of a stratified sample of 7 Greek Cypriot primary schools. Method. The OBVQ was administered to the sample. Separate scales were created comprising (a) the items of the questionnaire concerning the extent to which pupils are being victimized; and (b) those concerning the extent to which pupils express bullying behaviour. Using the Rasch model, both scales were analysed for reliability, fit to the model, meaning, and validity. Both scales were also analysed separately for each of two sample groups (i.e. boys and girls) to test their invariance. Results. Analysis of the data revealed that the instrument has satisfactory psychometric properties; namely, construct validity and reliability. The conceptual design of the instrument was also confirmed. The analysis leads also to suggestions for improving the targeting of items against student measures. Support was also provided for the relative prevalence of verbal, indirect and physical bullying. As in other countries, Cypriot boys used and experienced more bullying than girls, and boys used more physical and less indirect forms of bullying than girls. Conclusions. The OBVQ is a psychometrically sound instrument that measures two separate aspects of bullying, and whose use is supported for international studies of bullying in different countries. However, improvements to the questionnaire were also identified to provide increased usefulness to teachers tackling this significant problem facing schools in many countries. [ABSTRACT FROM AUTHOR]

This study examines the organization and development of 5 domains of reasoning (categorical, quantitative, spatial, causal, and propositional) and the construct validity of a test designed to measure development from early adolescence to early adulthood. The theory underlying the test is first summarized and the conceptual design of the test is then illustrated. Each domain was addressed by tasks tapping abilities known to be acquired in this age period. The test was administered to 629 adolescents ranging in age from 12 to 18 years. Confirmatory factor analysis validated the 5 domains of reasoning and revealed a common factor underlying all domains. The Rasch model was used to scale the items and specify the reliability of the test across the whole sample and within different groups of participants (female, male, students of gymnasium, and students of lyceum). This model showed that the test is highly reliable and invariant across groups. Cluster analysis and the saltus model were applied to uncover successive developmental stage-like levels of difficulty and showed the presence of five such levels. The procedural and representational characteristics of these levels were also specified and their implications for developmental and cognitive theory were discussed. [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]