Using educational effectiveness research to design international comparative studies: Turning limitations into new perspectives

Research Papers in Education

Volumn 20, Issue 4, 2005, Pages 391-412

  Kyriakides, Leonidas ^a   Charalambous, Charalambos ^a  

^a UNIVERSITY OF CYPRUS   (Cyprus)

Author keywords

Educational effectiveness research; IEA studies; International comparative studies; Multilevel modelling

Indexed keywords

EID: 34547111671     PISSN: 02671522     EISSN: 14701146     Source Type: Journal    
DOI: 10.1080/02671520500335816     Document Type: Article

References (53)

1. Alexander, R. (2000) Culture and pedagogy (Oxford, Basil Blackwell).
2. Alker, H. R. (1969) A typology of ecological fallacies, in: M. Dogan & S. Rakkan (Eds) Quantitative ecological analyses in the social sciences, 69-86 (Cambridge, MA, The MIT Press).
3. Bos, K. & Kuiper, W. (1999) Modelling TIMSS data in a European comparative perspective: exploring influencing factors on achievement in mathematics in grade 8, Educational Research and Evaluation, 5(2), 157-179.
4. Brophy, J. (1992) Probing the subtleties of subject matter teaching, Educational Leadership, 49, 4-8.
5. Bryk, A. S. & Raudenbush, S. W. (1992) Hierarchical linear models (Newbury Park, CA, Sage).
6. Campbell, R. J., Kyriakides, L., Muijs, R. D. & Robinson, W. (2004) Assessing teacher effectiveness: Developing a differentiated model (London, RoutledgeFalmer).
7. Carroll, J. B. (1963) A model of school learning, Teachers College Record, 64, 723-733.
8. Cogan, L. S. & Schmidt, W. H. (2002) ‘Culture shock’ - eighth grade mathematics from an international perspective, Educational Research and Evaluation, 8(1), 13-39.
9. Coleman, J. S., Campbell, E., Hobson, C., McParttland, J., Mood, A., Weinfield, F. & York, R. (1966) Equality of educational opportunity (Washington, DC, US Government Printing Office).
10. Creemers, B. P. M. (1994) The effective classroom (London, Cassell).
11. Creemers, B. P. M. (1997) Effective schools and effective teachers: an international perspective (Warwick, University of Warwick Centre for Research in Elementary and Primary Education).
12. Driessen, G. & Sleegers, P. (2000) Consistency of teaching approach and student achievement: an empirical test, School Effectiveness and School Improvement, 11(1), 57-79.
13. Fan, X. & Chen, M. (2001) Parental involvement and students’ academic achievement: a metaanalysis, Educational Psychology Review, 13(1), 1-22.
14. Fitz-Gibbon, C. T. (1996) Monitoring education: indicators, quality and effectiveness (London, Cassell/Continuum).
15. Foy, P. & Joncas, M. (2000) Implementation of the sample design, in: M. O. Martin, K. D. Gregory and S. E. Stemler (Eds) TIMSS 1999 technical report: IEA’s repeat of the Third International Mathematics and Science Study at the eighth grade (Chestnut Hill, MA, Boston College).
16. Goldstein, H. (2003) Multilevel statistical models (3rd edn) (London, Edward Arnold).
17. Heck, R. H. & Thomas, S. L. (2000) An introduction to multilevel modeling techniques (Mahwah, NJ, Lawrence Erlbaum Associates).
18. Huttner, H. J. M. & van den Eeden, P. (1995) The multilevel design: a guide with an annotated bibliography, 1980-1993 (Westport, CT, Greenwood Press).
19. Jencks, C., Smith, M. S., Ackland, H., Bane, M. J., Cohen, D., Grintlis, H., Heynes, B. & Michel-son, S. (1972) Inequality (New York, Basic Books).
20. Jong, R., Westerhof, K. J. & Kruiter, J. H. (2004) Empirical evidence of a comprehensive model of school effectiveness: a multilevel study in mathematics in the first year of junior general education in the Netherlands, School effectiveness and school improvement, 15(1), 3-31.
21. Kelly, D. L. (2002) The TIMSS international benchmarks of mathematics and science achievements: profiles of world class performance at fourth and eighth grades, Educational Research and Evaluation, 8(1), 41-54.
22. Kyriakides, L. (2002) A research based model for the development of policy on baseline assessment, British Educational Research Journal, 28(6), 805-826.
23. Kyriakides, L. (2005) Extending the comprehensive model of educational effectiveness by an empirical investigation, School Effectiveness and School Improvement, 16(2), 103-152.
24. Kyriakides, L., Campbell, R. J. & Gagatsis, A. (2000) The significance of the classroom effect in primary schools: an application of Creemers’ comprehensive model of educational effectiveness, School Effectiveness and School Improvement, 11 (4), 501-529.
25. Lassibille, G. & Gomez, L. N. (2000) Organization and efficiency of educational systems: some empirical findings, Comparative Education, 36(1), 7-19.
26. Lokan, J. & Greenwood, L. (2000) Mathematics achievement at lower secondary level in Australia, Studies in Educational Evaluation, 26, 9-26.
27. Martin, M. O. (1996) Third International Mathematics and Science Study, in: M. O. Martin & D. L. Kelly (Eds) TIMSS technical report, vol. 1 (Boston, MA, Boston College IEA), 1.1-1.19.
28. Martin, M. O., Mullis, I. V. S., Gonzalez E. J., Gregory, K. D., Smith, T. A., Chrostowski, S. J., Garden, R. A. & O’Connor, K. M. (2000) TIMSS 1999 - international science report (Boston, MA, The International Study Center at Boston College IEA).
29. Mortimore, P., Sammons, P., Stoll, L., Lewis, D. & Ecob, R. (1988) School matters: the junior years (London, Paul Chapman).
30. Mullis, I. V. S., Martin, M. O., Gonzalez E. J., Gregory, K. D., Garden, R. A., O’Connor, K. M., Chrostowski, S. J. & Smith, T. A. (2000) TIMSS 1999 - international mathematics report (Boston, MA, The International Study Center at Boston College IEA).
31. Opdenakker, M. C. & van Damme, J. (2000) The importance of identifying levels in multilevel analysis: an illustration of ignoring the top or intermediate levels in school effectiveness research, School Effectiveness and School Improvement, 11(1), 103-130.
32. Rasbash, J., Browne, W., Goldstein, H., Yang, M., Plewis, I., Healy, M., Woodhouse, G., Draper, D., Langford, I. & Lewis, T. (2002) A users’ guide to MLwiN (London, University of London, Institute of Education).
33. Raudenbush, S. W. & Bryk, A. S. (1986) A hierarchical model for studying school effects, Sociology of Education, 59, 1-17.
34. Reezigt, G. J., Guldemond, H. & Creemers, B. P. M. (1999) Empirical validity for a comprehensive model on school effectiveness and school improvement, School Effectiveness and School Improvement, 10(2), 193-216.
35. Reynolds, D. (Ed.) (1985) Studying school effectiveness (Lewes, Falmer Press).
36. Reynolds, D. & Sullivan, M. (1979) Bringing the schools back in, in: L. Barton (Ed.) Schools, pupils and deviance (Driffield, Nafiferton).
37. Reynolds, D., Creemers, B., Stringfield, S., Teddlie, C. & Schaffer, G. (Eds) (2002) World class schools (London, RoutledgeFalmer).
38. Rutter, M., Maughan, B., Mortimore, P. & Ouston, J. (1979) Fifteen thousand hours: secondary schools and their effects on children (London, Open Books).
39. Scheerens, J. (1992) Effective schooling: research, theory and practice (London, Cassell).
40. Schmidt, W. & Valverde, G. A. (1995) National policy and cross-national research: United States participation in the Third International and Science Study (East Lansing, MI, Michigan State University, Third International Mathematics and Science Study).
41. Schmidt, W., Jakwerth, P. & McKnight, C. C. (1998) Curriculum sensitive assessment: content does make a difference, International Journal of Educational Research, 29, 503-527.
42. Shen, C. (2002) Revisiting the relationship between students’ achievement and their self-perceptions: a cross-national analysis based on TIMSS 1999 data, Assessment in Education, 9(2), 161-184.
43. Smith, D. J. & Tomlinson, S. (1989) The school effect: a study of multi-racial comprehensives (London, Policy Studies Institute).
44. Snijders, T. & Bosker, R. (1999) Multilevel analysis: an introduction to basic and advanced multilevel modeling (London, Sage).
45. Stedman, L. C. (1997) International achievement differences: an assessment of a new perspective, Educational Researcher, 26(3), 4-15.
46. Stigler, J. W., Gallimore, R. & Hiebert, J. (2000) Using video surveys to compare classrooms and teaching across cultures: examples and lessons from the TIMSS video studies, Educational Psychologist, 35(2), 87-100.
47. Stringfield, S. C. & Slavin, R. E. (1992) A hierarchical longitudinal model for elementary school effects, in: B. P. M. Creemers & G. J. Reezigt (Eds) Evaluation of educational effectiveness (Groningen, ICQ).
48. Teddlie, C. & Reynolds, D. (2000) The international handbook of school effectiveness research (London, Falmer Press).
49. Townsend, T., Clarke, P. & Ainscow, M. (1999) (Eds) Third millennium schools: a world of difference in effectiveness and improvement (Lisse, Swets and Zeitlinger).
50. Valverde, G. A. & Schmidt, W. H. (2000) Greater expectations: learning from other nations in the quest for ‘world-class standards’ in US school mathematics and science, Journal of Curriculum Studies, 32(5), 651-687.
51. van der Linden, W. L. (1998) A discussion of some methodological issues in international assessments, International Journal of Educational Research, 29, 569-577.
52. Walberg, H. J. (1986) Syntheses of research on teaching, in: M. C. Wittrock (Ed.) Handbook of research on teaching (New York, Macmillan), 214-229.
53. Yang, Y. (2003) Dimensions of socio-economic status and their relationship to mathematics and science achievement at individual and collective levels, Scandinavian Journal of Educational Research, 47(1), 21-41.