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dc.contributor.authorMuijs, R. D.en
dc.contributor.authorCampbell, R. J.en
dc.contributor.authorKyriakides, Leonidasen
dc.contributor.authorRobinson, W.en
dc.creatorMuijs, R. D.en
dc.creatorCampbell, R. J.en
dc.creatorKyriakides, Leonidasen
dc.creatorRobinson, W.en
dc.date.accessioned2017-07-27T10:42:45Z
dc.date.available2017-07-27T10:42:45Z
dc.date.issued2005
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/38312
dc.description.abstractResearch into teacher effectiveness has traditionally attempted to uncover generic characteristics of effective teachers. However, recently the realisation that teacher effectiveness may be differentiated across different domains has gained recognition. In this article, we propose that researchers and policy-makers develop more differentiated models of teacher effectiveness. An overview of research is given that looks at whether there is evidence for differentiated effectiveness in four areas: different subject and curriculum areas, pupil background and ability, pupils' personal characteristics, and different teacher roles.en
dc.sourceSchool Effectiveness and School Improvementen
dc.source.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-32144438011&doi=10.1080%2f09243450500113985&partnerID=40&md5=5bcec6984e9086e082e260504f602d20
dc.titleMaking the case for differentiated teacher effectiveness: An overview of research in four key areasen
dc.typeinfo:eu-repo/semantics/article
dc.identifier.doi10.1080/09243450500113985
dc.description.volume16
dc.description.issue1
dc.description.startingpage51
dc.description.endingpage70
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 :26en
dc.source.abbreviationSch.Eff.Sch.Improv.
dc.source.otherScopus
dc.contributor.orcidKyriakides, Leonidas [0000-0002-7859-5126]


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