Browsing Τμήμα Επιστημών της Αγωγής / Department of Education by Author "Charalambous, Charalambos Y."
Now showing items 21-40 of 45
-
Article
Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom
Silver, E. A.; Ghousseini, H. N.; Gosen, D.; Charalambous, Charalambos Y.; Strawhun, B. T. F. (2005)Despite general agreement that students should consider more than one way to solve a complex mathematics problem, this practice is rarely observed in U.S. classrooms. In this paper, we examine data that trace the year-long ...
-
Article
Moving from the if to the how: Improving instructional quality by delineating stages of teacher effectiveness
Charalambous, Charalambos Y. (2014)Models and modeling are considered integral parts of scientific literacy, reflecting educators' efforts to introduce and engage students in authentic scientific inquiry through Modeling-based Learning (MbL) approaches in ...
-
Book Chapter
Perspectives on priority mathematics education: Unpacking and understanding a complex relationship linking teacher knowledge, teaching, and learning
Charalambous, Charalambos Y.; Pitta-Pantazi, Demetra (Routledge, 2015)
-
Article
Prospective teachers' learning to provide instructional explanations: How does it look and what might it take?
Charalambous, Charalambos Y.; Hill, H. C.; Ball, D. L. (2011)Several studies have documented prospective teachers' (PSTs) difficulties in offering instructional explanations. However, less is known about PSTs' learning to provide explanations. To address this gap, we trace changes ...
-
Article
Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects?
Agathangelou, S. A.; Charalambous, Charalambos Y.; Koutselini, Mary (2016)Given mixed findings on the association between teacher knowledge and student learning, in this study, we revert to Shulman's framework to reconsider this association by exploring both linear and curvilinear effects. Toward ...
-
Article
Reconsidering the use of video clubs for student-teachers' learning during field placement: Lessons drawn from a longitudinal multiple case study
Charalambous, Charalambos Y.; Philippou, Stavroula; Olympiou, George (2018)Although video clubs have been used to support (student) teachers' learning through reflection upon practice, less attention has been paid to their potential use for supporting changes in participants' practice over a ...
-
Article
Studying instructional quality by using a content-specific lens: the case of the Mathematical Quality of Instruction framework
Charalambous, Charalambos Y.; Litke, Erica (2018)In this study, we use Mathematical Quality of Instruction (MQI), a content-specific observation framework, to examine the mathematical quality of instruction of three focal lessons in order to examine the instructional ...
-
Article
Studying mathematics instruction through different lenses: setting the ground for understanding instructional quality more comprehensively
Charalambous, Charalambos Y.; Praetorius, Anna-Katharina (2018)Researchers from different fields have developed different observational instruments to capture instructional quality with a focus on generic versus content-specific dimensions or a combination of both. As this work is ...
-
Article
Teacher Characteristics and Student Learning in Mathematics: A Comprehensive Assessment:
Hill, Heather C.; Charalambous, Charalambos Y.; Chin, Mark J. (2019)Diverse stakeholders have an interest in understanding how teacher characteristics—their preparation and experience, knowledge, and mind-sets and habits—relate ...
-
Article
Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues
Hill, H. C.; Charalambous, Charalambos Y. (2012)This paper draws on four case studies to perform a cross-case analysis investigating the unique and joint contribution of mathematical knowledge for teaching (MKT) and curriculum materials to instructional quality. As ...
-
Article
Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship
Charalambous, Charalambos Y.; Hill, H. C. (2012)The set of papers presented in this issue comprise a multiple-case study which attends to instructional resources-teacher knowledge and curriculum materials-to understand how they individually and jointly contribute to ...
-
Article
Teachers' concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry
Charalambous, Charalambos Y.; Philippou, George N. (2010)This study brings together two lines of research on teachers' affective responses toward mathematics curriculum reforms: Their concerns and their efficacy beliefs. Using structural equation modeling to analyze data on 151 ...
-
Article
Teaching (un)Connected Mathematics: Two teachers' enactment of the Pizza problem
Hill, H. C.; Charalambous, Charalambos Y. (2012)This paper documents the ways mathematical knowledge for teaching (MKT) and curriculum materials appear to contribute to the enactment of a 7 th grade Connected Mathematics Project lesson on comparing ratios. Two teachers ...
-
Article
Tracing the development of preservice teachers' efficacy beliefs in teaching mathematics during fieldwork
Charalambous, Charalambos Y.; Philippou, George N.; Kyriakides, Leonidas (2008)This paper focuses on efficacy beliefs with respect to teaching mathematics; it aims at testing and validating an existing scale for measuring efficacy beliefs in the domain of mathematics, examining the development of ...
-
Article
Two negatives don't always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality
Charalambous, Charalambos Y.; Hill, H. C.; Mitchell, R. N. (2012)This paper examines the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the implementation of lessons on integer subtraction. In particular, it investigates the instruction of three ...
-
Article
Using educational effectiveness research to design international comparative studies: Turning limitations into new perspectives.
Kyriakides, Leonidas; Charalambous, Charalambos Y. (2005)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 ...
-
Article
Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers' perceptions
Charalambous, Charalambos Y.; Komitis, Andreas; Papacharalambous, M.; Stefanou, A. (2014)Generic and content-specific teaching practices have largely been employed in parallel in teacher evaluation and classroom observation systems. Giving voice to teachers, we examine whether both types of practices are ...
-
Book Chapter
Using PISA studies to establish generic models of educational effectiveness.
Kyriakides, Leonidas; Charalambous, Charalambos Y.; Demetriou, Demetris; Panayiotou, Anastasia (Waxmann, 2014)
-
Article
Using the history of mathematics to induce changes in preservice teachers' beliefs and attitudes: Insights from evaluating a teacher education program
Charalambous, Charalambos Y.; Panaoura, Areti; Philippou, George N. (2009)Scholars and teacher educators alike agree that teachers' beliefs and attitudes toward mathematics are key informants of teachers' instructional approaches. Therefore, it has become clear that, in addition to enriching ...
-
Conference Object
Using video-clubs to support teachers’ professional development: Cognitive activation and differentiation in mathematics
Georgiou, C.; Charalambous, Charalambos Y. (University of Crete, 2018)