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dc.contributor.authorCreemers, Bert P. M.en
dc.contributor.authorKyriakides, Leonidasen
dc.creatorCreemers, Bert P. M.en
dc.creatorKyriakides, Leonidasen
dc.description.abstractThis 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.en
dc.sourceSchool Effectiveness and School Improvementen
dc.titleExplaining stability and changes in school effectiveness by looking at changes in the functioning of school factorsen
dc.description.endingpage427Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and EducationΤμήμα Επιστημών της Αγωγής / Department of Education
dc.description.notesCited By :25en
dc.contributor.orcidKyriakides, Leonidas [0000-0002-7859-5126]

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