Testing the validity of the comprehensive model of educational effectiveness: A step towards the development of a dynamic model of effectiveness

School Effectiveness and School Improvement

Volumn 19, Issue 4, 2008, Pages 429-446

  Kyriakides, Leonidas ^a  

^a UNIVERSITY OF CYPRUS   (Cyprus)

Author keywords

Dynamic perspectives of education; Modeling educational effectiveness; Test theory development

Indexed keywords

EID: 57049175873     PISSN: 09243453     EISSN: 17445124     Source Type: Journal    
DOI: 10.1080/09243450802535208     Document Type: Article

References (35)

1. Anderson, L.W. (1995). Time allocated and instructional. In L.W. Anderson (Ed.), International encyclopaedia of teaching and teacher education (pp. 204-207). Oxford: Elsevier.
2. Brophy, J., & Good, T.L. (1986). Teacher behavior and student achievement. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328-375). New York: Macmillan.
3. Carroll, J.B. (1963). A model of school learning. Teachers College Record, 64, 723-733.
4. Campbell, R.J., Kyriakides, L., Muijs, R.D., & Robinson, W. (2004). Assessing teacher effectiveness: A differentiated model. London: Routledge/Falmer.
5. Choi, J.I., & Hannafin, M. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development, 43(2), 53-69.
6. Costa, P.T., Jr., & McCrae, R.R. (1997). Longitudinal stability of adult personality. In R. Hogan, J. Johnson, & S. Briggs (Eds.), Handbook of personality psychology (pp. 269-290). San Diego, CA: Academic Press.
7. Creemers, B.P.M. (1994). The effective classroom. London: Cassell.
8. Creemers, B.P.M. (2002). From school effectiveness and school improvement to effective school improvement: Background, theoretical analysis, and outline of the empirical study. Educational Research and Evaluation, 8, 343-362.
9. Creemers, B.P.M., & Kyriakides, L. (2006). Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model. School Effectiveness and School Improvement, 17, 347-366.
10. Creemers, B.P.M., & Kyriakides, L. (2008). The dynamics of educational effectiveness: A contribution to policy, practice and theory in contemporary schools. London: Routledge.
11. Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(\). Retrieved March 16, 2005, from, http://epaa.asu.edu/epaa/v8n1/
12. De 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 1st year of junior general education in The Netherlands. School Effectiveness and School Improvement, 15, 3-31.
13. Demetriou, A., Kazi, S., & Georgiou, S. (1999). The emerging self: The convergence of mind, personality, and thinking styles. Developmental Science, 2, 387-422.
14. Demetriou, A., Kyriakides, L., & Avraamidou, C (2003). The missing link in the relations between intelligence and personality. Journal of Research in Personality, 37(6), 547-581.
15. Dowson, M., & McInerney, D.M. (2003). What do students say about motivational goals? Towards a more complex and dynamic perspective on student motivation. Contemporary Educational Psychology, 28(1), 91-113.
16. Driessen, G., & Sleegers, P. (2000). Consistency of teaching approach and student achievement: An empirical test. School Effectiveness and School Improvement, 11, 57-79.
17. Goldstein, H. (2003). Multilevel statistical models (3rd ed.). London: Edward Arnold.
18. Kyriakides, L. (2005). Extending the comprehensive model of educational effectiveness by an empirical investigation. School Effectiveness and School Improvement, 16, 103-152.
19. 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, 501-529.
20. Kyriakides, L., & Creemers, B.P.M. (2008). Using a multidimensional approach to measure the impact of classroom-level factors upon student achievement: A study testing the validity of the dynamic model. School Effectiveness and School Improvement, 19(2), 183-205.
21. Kyriakides, L., & Tsangaridou, N. (2008). Towards the development of generic and differentiated models of educational effectiveness: A study on school and teacher effectiveness in physical education. British Educational Research Journal, 34(6), 807-838.
22. Opdenakker, M.C., & Van Damme, J. (2000). Effects of schools, teaching staff and classes on achievement and well-being in secondary education: Similarities and differences between school outcomes. School Effectiveness and School Improvement, 11, 65-196.
23. Reezigt, G.J., Guldemond, H., & Creemers, B.P.M. (1999). Empirical validity for a comprehensive model on educational effectiveness. School Effectiveness and School Improvement, 10, 193-216.
24. Reynolds, D., Creemers, B., Stringfield, S., Teddlie, C., & Schaffer, G. (Eds.). (2002). World class schools: International perspectives on school effectiveness. London: RoutledgeFalmer.
25. Savery, J.R., & Duffy, T.M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31-38.
26. Scheerens, J. (1992). Effective schooling: Research, theory and practice. London: Cassell.
27. Siedentop, D., & Tannehill, D. (2000). Developing teaching skills in physical education. Mountain View, CA: Mayfield Publishing Company.
28. Siedentop, D., Tousignant, M., & Parker, M. (1982). Academic learning time-physical education: Coding manual. Columbus, OH: The Ohio State University.
29. Simons, R.J., Van der Linden, J., & Duffy, T. (2000). New learning: Three ways to learn in a new balance. In R.J. Simons, J. van der Linden, & T. Duffy (Eds.), New learning (pp. 1-20). Dordrecht, The Netherlands: Kluwer.
30. Slavin, R.E. (1987). Mastery learning reconsidered. Review of Educational Research, 57(2), 175-213.
31. Sternberg, R.J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31, 197-224.
32. 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 (pp. 35-69). Groningen, The Netherlands: ICO.
33. Teddlie, C., & Reynolds, D. (2000). The international handbook of school effectiveness research. London: Falmer Press.
34. Vermunt, J., & Verschaffel, L. (2000). Process-oriented teaching. In R.J. Simons, J. van der Linden, & T. Duffy (Eds.), New learning (pp. 209-225). Dordrecht, The Netherlands: Kluwer.
35. Wang, M.C., Haertel, G.D., & Walberg, H.J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294.