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dc.contributor.authorCampbell, R. J.en
dc.contributor.authorKyriakides, Leonidasen
dc.contributor.authorMuijs, R. D.en
dc.contributor.authorRobinson, W.en
dc.creatorCampbell, R. J.en
dc.creatorKyriakides, Leonidasen
dc.creatorMuijs, R. D.en
dc.creatorRobinson, W.en
dc.date.accessioned2017-07-27T10:41:57Z
dc.date.available2017-07-27T10:41:57Z
dc.date.issued2003
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/37764
dc.description.abstractThe article reviews the research on teacher effectiveness and develops the case for a model of teacher effectiveness in which differential effectiveness is incorporated. Five problems with current concepts of teacher effectiveness are identified: undue influence of available techniques upon the concept; emphasis on school, to the detriment of teacher, effectiveness; tenuous relationship to teacher improvement; narrowness of operational definitions in research; and the development of generic, rather than differentiated, models. In addition the failure of existing models to explain variance in pupil outcome at the classroom level, the neglect of teacher self-evaluation, and the restricted measures of pupil outcomes are noted. A differential model is proposed incorporating five dimensions of difference. These refer to teacher activity, outside as well as inside the classroom; curriculum subject; pupil background factors; pupil personal characteristics; cultural and organisational contexts of teaching. The developmental functions of such a model for research and for teacher appraisal are explored. Four problems for implementing a differentiated model are raised: complexity, stakeholder expectations, values, and policy acceptability. These are considered in the light of the controversial Hay McBer model in England and of models developed in Europe and the USA in the early decades of the last century.en
dc.sourceOxford Review of Educationen
dc.source.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-0141818385&doi=10.1080%2f03054980307440&partnerID=40&md5=9660044a774520c99fd9ee84ab55f379
dc.titleDifferential Teacher Effectiveness: Towards a model for research and teacher appraisalen
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1080/03054980307440
dc.description.volume29
dc.description.issue3
dc.description.startingpage347
dc.description.endingpage362
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.description.notesCited By :51en
dc.source.abbreviationOxf.Rev.Educ.
dc.source.otherScopus
dc.contributor.orcidKyriakides, Leonidas [0000-0002-7859-5126]


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