Show simple item record

dc.contributor.authorCreemers, Bert P. M.en
dc.contributor.authorKyriakides, Leonidasen
dc.creatorCreemers, Bert P. M.en
dc.creatorKyriakides, Leonidasen
dc.description.abstractResearchers in the area of educational effectiveness should attempt to develop a new theoretical framework. A critical analysis of the current models of educational effectiveness research is provided and reveals that a dynamic model of effectiveness must: (a) be multilevel in nature, (b) be based on the assumption that the relation of some effectiveness factors with achievement may be curvilinear, (c) illustrate the dimensions upon which the measurement of each effectiveness factor should be based, and (d) define relations among the effectiveness factors. In principle, each factor that refers to the classroom, school, and system, can be measured by taking into account five dimensions: frequency, focus, stage, quality, and differentiation. Examples of measuring effectiveness factors operating at different levels using these 5 dimensions are given. More attention in describing in detail factors associated with teacher behaviour in the classroom is given, since this is seen as the starting point for the development and the testing of the dynamic model. Finally, suggestions for the next steps in the development of other parts of the model are provided.en
dc.sourceSchool Effectiveness and School Improvementen
dc.titleCritical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic modelen
dc.description.endingpage366Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and EducationΤμήμα Επιστημών της Αγωγής / Department of Education
dc.description.notesCited By :92en
dc.contributor.orcidKyriakides, Leonidas [0000-0002-7859-5126]

Files in this item


There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record