메뉴 건너뛰기




Volumn , Issue , 2007, Pages 1-307

The Dynamics of Educational Effectiveness: A contribution to policy, practice and theory in contemporary schools

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84917284826     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203939185     Document Type: Book
Times cited : (330)

References (502)
  • 2
    • 0002338856 scopus 로고
    • Student rating of instruction
    • J. Millman (ed.), London: Sage
    • Aleamoni, L.M. (1981). Student rating of instruction. In J. Millman (ed.), Handbook of teacher evaluation (pp. 110-145). London: Sage.
    • (1981) Handbook of Teacher Evaluation , pp. 110-145
    • Aleamoni, L.M.1
  • 3
    • 0002556687 scopus 로고
    • A typology of ecological fallacies
    • M. Dogan and S. Rakkan, Cambridge, MA: MIT Press
    • Alker, H.R. (1969). A typology of ecological fallacies. In M. Dogan and S. Rakkan (eds), Quantitative ecological analyses in the social sciences (pp. 69-86). Cambridge, MA: MIT Press.
    • (1969) Quantitative Ecological Analyses in the Social Sciences , pp. 69-86
    • Alker, H.R.1
  • 5
    • 84984063120 scopus 로고
    • Can teachers predict their students’ wait time preferences?
    • Altiere, M.A. and Duell, O.K. (1991). Can teachers predict their students’ wait time preferences? Journal of Research in Science Teaching, 28 (5), 455-461.
    • (1991) Journal of Research in Science Teaching , vol.28 , Issue.5 , pp. 455-461
    • Altiere, M.A.1    Duell, O.K.2
  • 6
    • 0003600480 scopus 로고    scopus 로고
    • Washington, DC: American Psychological Association)
    • American Educational Research Association (AERA), American Psychological Association (APA), and National Council on Measurement in Education (NCME) (1999). Standards for Educational and Psychological Testing. Washington, DC: American Psychological Association.
    • (1999) Standards for Educational and Psychological Testing
  • 7
    • 28044458291 scopus 로고    scopus 로고
    • Research, reform, and times of change
    • L.D. English (ed.), Mahwah, NJ: Lawrence Erlbaum
    • Amit, M. and Fried, M.N. (2002). Research, reform, and times of change. In L.D. English (ed.), Handbook of international research in mathematics education (pp. 355-381). Mahwah, NJ: Lawrence Erlbaum.
    • (2002) Handbook of International Research in Mathematics Education , pp. 355-381
    • Amit, M.1    Fried, M.N.2
  • 9
    • 0000339426 scopus 로고
    • An experimental study of effective teaching in first-grade reading groups
    • Anderson, L.W., Evertson, C.M. and Brophy, J.E. (1979). An experimental study of effective teaching in first-grade reading groups. Elementary School Journal, 79 (4), 193-223.
    • (1979) Elementary School Journal , vol.79 , Issue.4 , pp. 193-223
    • Anderson, L.W.1    Evertson, C.M.2    Brophy, J.E.3
  • 10
    • 84972893516 scopus 로고
    • A general form of rasch’s extended logistic model for partial credit scoring
    • Andrich, D. (1988). A general form of Rasch’s Extended Logistic Model for partial credit scoring. Applied Measurement in Education, 1 (4), 363-378.
    • (1988) Applied Measurement in Education , vol.1 , Issue.4 , pp. 363-378
    • Andrich, D.1
  • 11
    • 27144473640 scopus 로고    scopus 로고
    • Constructivism, the so-called semantic learning theories, and situated cognition versus the psychological learning theories
    • Aparicio, J.J. and Moneo, M.R. (2005). Constructivism, the so-called semantic learning theories, and situated cognition versus the psychological learning theories. Spanish Journal of Psychology, 8 (2), 180-198.
    • (2005) Spanish Journal of Psychology , vol.8 , Issue.2 , pp. 180-198
    • Aparicio, J.J.1    Moneo, M.R.2
  • 12
    • 70350386881 scopus 로고
    • Teacher behaviors related to student achievement on a social science concept test
    • Armento, B. (1977). Teacher behaviors related to student achievement on a social science concept test. Journal of Teacher Education, 28, 46-52.
    • (1977) Journal of Teacher Education , vol.28 , pp. 46-52
    • Armento, B.1
  • 14
    • 0007252073 scopus 로고    scopus 로고
    • The oecd study of innovations in science, mathematics and technology education
    • Atkin, J.M. (1998). The OECD study of innovations in science, mathematics and technology education. Journal of Curriculum Studies, 30(6), 647-660.
    • (1998) Journal of Curriculum Studies , vol.30 , Issue.6 , pp. 647-660
    • Atkin, J.M.1
  • 15
    • 68149103787 scopus 로고    scopus 로고
    • How can we teach history through television?
    • Bage, G. (1997). How can we teach history through television? Journal of Educational Media, 23, 204-214.
    • (1997) Journal of Educational Media , vol.23 , pp. 204-214
    • Bage, G.1
  • 17
    • 76049114199 scopus 로고
    • Urban Monograph Series, CS: North Central Regional Educational Lab, Oak Brook, IL
    • Bamburg, J. D. (1994). Raising expectations to improve student learning. Urban Monograph Series, CS: North Central Regional Educational Lab, Oak Brook, IL.
    • (1994) Raising Expectations to Improve Student Learning
    • Bamburg, J.D.1
  • 18
    • 0000106003 scopus 로고    scopus 로고
    • Regulation of cognitive processes through perceived self-efficacy
    • Bandura, A. (1996). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25 (5), 729-735.
    • (1996) Developmental Psychology , vol.25 , Issue.5 , pp. 729-735
    • Bandura, A.1
  • 20
    • 0002910554 scopus 로고
    • Homework does not belong on the agenda for educational reform
    • Barber, B. (1986). Homework does not belong on the agenda for educational reform. Educational Leadership, 43 (8), 55-57.
    • (1986) Educational Leadership , vol.43 , Issue.8 , pp. 55-57
    • Barber, B.1
  • 21
    • 0035438377 scopus 로고    scopus 로고
    • Test motivation in the assessment of student skills: The effects of incentives on motivation and performance
    • Baumert, J. and Demmrich, A. (2001). Test motivation in the assessment of student skills: the effects of incentives on motivation and performance. European Journal of Psychology of Education, 16 (3), 441-462.
    • (2001) European Journal of Psychology of Education , vol.16 , Issue.3 , pp. 441-462
    • Baumert, J.1    Demmrich, A.2
  • 25
    • 21244451410 scopus 로고    scopus 로고
    • The links between understanding, progression and assessment in the secondary geography curriculum
    • Bennetts, T. (2005). The links between understanding, progression and assessment in the secondary geography curriculum. Geography, 90 (2), 152-170.
    • (2005) Geography , vol.90 , Issue.2 , pp. 152-170
    • Bennetts, T.1
  • 27
    • 0025397298 scopus 로고
    • Comparative fit indexes in structural models
    • Bentler, P.M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
    • (1990) Psychological Bulletin , vol.107 , pp. 238-246
    • Bentler, P.M.1
  • 29
    • 0034423563 scopus 로고    scopus 로고
    • Teacher-reported effects of new american school designs: Exploring relationships to teacher background and school context
    • Berends, M. (2000). Teacher-reported effects of new American school designs: exploring relationships to teacher background and school context. Educational Evaluation and Policy Analysis, 22 (1), 65-82.
    • (2000) Educational Evaluation and Policy Analysis , vol.22 , Issue.1 , pp. 65-82
    • Berends, M.1
  • 30
    • 84970491273 scopus 로고
    • Improving established statewide programs: A component theory of evaluation
    • Bickman, L. (1985). Improving established statewide programs: a component theory of evaluation. Evaluation Review, 9 (2), 189-208.
    • (1985) Evaluation Review , vol.9 , Issue.2 , pp. 189-208
    • Bickman, L.1
  • 32
    • 84965911495 scopus 로고
    • The micropolitics of effective school-based leadership: Teachers’ perspectives
    • Blase, J. (1993). The micropolitics of effective school-based leadership: teachers’ perspectives. Educational Administration Quarterly, 24, 143-163.
    • (1993) Educational Administration Quarterly , vol.24 , pp. 143-163
    • Blase, J.1
  • 33
    • 25144441724 scopus 로고    scopus 로고
    • The use of multiple evaluation approaches in program evaluation
    • Bledsoe, K.L. and Graham, J.A. (2005). The use of multiple evaluation approaches in program evaluation. American Journal of Evaluation, 26 (3), 302-319.
    • (2005) American Journal of Evaluation , vol.26 , Issue.3 , pp. 302-319
    • Bledsoe, K.L.1    Graham, J.A.2
  • 34
    • 0030360217 scopus 로고    scopus 로고
    • Personality traits, learning strategies and performance
    • Blickle, G. (1996). Personality traits, learning strategies and performance. European Journal of Personality, 10, 337-352.
    • (1996) European Journal of Personality , vol.10 , pp. 337-352
    • Blickle, G.1
  • 37
    • 17744393045 scopus 로고    scopus 로고
    • Using place-based random assignment and comparative interrupted time-series analysis to evaluate the jobs-plus employment program for public housing residents
    • Bloom, H.S. and Riccio, J.A. (2005). Using place-based random assignment and comparative interrupted time-series analysis to evaluate the jobs-plus employment program for public housing residents. Annals of the American Academy of Political and Social Science, 599(1), 19-51.
    • (2005) Annals of the American Academy of Political and Social Science , vol.599 , Issue.1 , pp. 19-51
    • Bloom, H.S.1    Riccio, J.A.2
  • 38
    • 0031161593 scopus 로고    scopus 로고
    • Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students
    • Boekaerts, M. (1997). Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7 (2), 161-186.
    • (1997) Learning and Instruction , vol.7 , Issue.2 , pp. 161-186
    • Boekaerts, M.1
  • 41
    • 2442613322 scopus 로고    scopus 로고
    • Modelling timss data in a european comparative perspective: Exploring influencing factors on achievement in mathematics in grade 8
    • Bos, K. and 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.
    • (1999) Educational Research and Evaluation , vol.5 , Issue.2 , pp. 157-179
    • Bos, K.1    Kuiper, W.2
  • 42
    • 0040656447 scopus 로고
    • Theory development in school effectiveness research: In search for stability of effects
    • P. van de Eedem, J. Hox, and J. Hauer, Amsterdam: SISWO
    • Bosker, R.J. (1990). Theory development in school effectiveness research: in search for stability of effects. In P. van de Eedem, J. Hox, and J. Hauer (eds), Theory and model in multilevel research: convergence or divergence? (pp. 77-98). Amsterdam: SISWO.
    • (1990) Theory and Model in Multilevel Research: Convergence Or Divergence? , pp. 77-98
    • Bosker, R.J.1
  • 43
    • 85145535740 scopus 로고    scopus 로고
    • Paper presented at the AERA Annual Conference, San Francisco
    • Bosker, R.J. (2006). Class size and cognitive effects. Paper presented at the AERA Annual Conference, San Francisco.
    • (2006) Class Size and Cognitive Effects
    • Bosker, R.J.1
  • 44
    • 2442562893 scopus 로고
    • The facilitation of school-based evaluation: A case study
    • Boud, D.J. and Donovan, W.F. (1982). The facilitation of school-based evaluation: a case study. Journal of Curriculum Studies, 14 (4), 359-362.
    • (1982) Journal of Curriculum Studies , vol.14 , Issue.4 , pp. 359-362
    • Boud, D.J.1    Donovan, W.F.2
  • 46
    • 0008353071 scopus 로고    scopus 로고
    • Effects of the classroom assessment environment on mathematics and science achievement
    • Brookhart, S.M. (1997). Effects of the classroom assessment environment on mathematics and science achievement. Journal of Educational Research, 90 (6), 323-330.
    • (1997) Journal of Educational Research , vol.90 , Issue.6 , pp. 323-330
    • Brookhart, S.M.1
  • 47
    • 1842715737 scopus 로고    scopus 로고
    • Classroom assessment: Tensions and intersections in theory and practice
    • Brookhart, S.M. (2004). Classroom assessment: tensions and intersections in theory and practice. Teachers College Record, 106 (3), 429-458.
    • (2004) Teachers College Record , vol.106 , Issue.3 , pp. 429-458
    • Brookhart, S.M.1
  • 49
    • 0000201679 scopus 로고
    • Teacher influence on student achievement
    • Brophy, J. (1986). Teacher influence on student achievement. American Psychologist, 41 (10), 1069-1077.
    • (1986) American Psychologist , vol.41 , Issue.10 , pp. 1069-1077
    • Brophy, J.1
  • 50
    • 0006560015 scopus 로고
    • Probing the subtleties of subject matter teaching
    • Brophy, J. (1992). Probing the subtleties of subject matter teaching. Educational Leadership, 49, 4-8.
    • (1992) Educational Leadership , vol.49 , pp. 4-8
    • Brophy, J.1
  • 52
    • 0002086789 scopus 로고
    • Teacher behavior and student achievement
    • M.C. Wittrock (ed.), 3rd edn, New York: Macmillan
    • Brophy, J. and Good, T.L. (1986). Teacher behavior and student achievement. In M.C. Wittrock (ed.), Handbook of research on teaching (3rd edn, pp. 328-375). New York: Macmillan.
    • (1986) Handbook of Research on Teaching , pp. 328-375
    • Brophy, J.1    Good, T.L.2
  • 53
    • 0347034370 scopus 로고
    • Measuring the effects of instructional time on student learning: Evidence from the beginning teacher evaluation study
    • Brown, B.W. and Saks, D.H. (1986). Measuring the effects of instructional time on student learning: evidence from the beginning teacher evaluation study. American Journal of Education, 94, 480-500.
    • (1986) American Journal of Education , vol.94 , pp. 480-500
    • Brown, B.W.1    Saks, D.H.2
  • 55
    • 0000611256 scopus 로고
    • Application of hierarchical linear models to assessing change
    • Bryk, A.S. and Raudenbush, S.W. (1987). Application of hierarchical linear models to assessing change. Psychological Bulletin, 101(1), 147-158.
    • (1987) Psychological Bulletin , vol.101 , Issue.1 , pp. 147-158
    • Bryk, A.S.1    Raudenbush, S.W.2
  • 57
    • 0013248853 scopus 로고
    • Use of the nonequivalent control group design when subjects are growing
    • Bryk, A.S. and Weisberg, H.I. (1977). Use of the nonequivalent control group design when subjects are growing. Psychological Bulletin, 84, 950-962.
    • (1977) Psychological Bulletin , vol.84 , pp. 950-962
    • Bryk, A.S.1    Weisberg, H.I.2
  • 58
    • 0040095571 scopus 로고    scopus 로고
    • The relationship between learning styles, the big five personality traits and achievement motivation in higher education
    • Busato, V., Prins, F., Elshout, J., and Hamaker, C. (1999). The relationship between learning styles, the Big Five personality traits and achievement motivation in higher education. Personality and Individual Differences, 26, 129-140.
    • (1999) Personality and Individual Differences , vol.26 , pp. 129-140
    • Busato, V.1    Prins, F.2    Elshout, J.3    Hamaker, C.4
  • 59
    • 21144479609 scopus 로고
    • Modeling mtmm data for additive and multiplicative covariance structures: An audit of construct validity concordance
    • Byrne, B.M. and Goffin, R.D. (1993). Modeling MTMM data for additive and multiplicative covariance structures: an audit of construct validity concordance. Multivariate Behavioral Research, 28(1), 67-96.
    • (1993) Multivariate Behavioral Research , vol.28 , Issue.1 , pp. 67-96
    • Byrne, B.M.1    Goffin, R.D.2
  • 60
    • 33751224822 scopus 로고
    • Convergent and discriminant validation by the multitrait-multimethod matrix
    • Campbell, D.T. and Fiske, D.W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56, 81-105.
    • (1959) Psychological Bulletin , vol.56 , pp. 81-105
    • Campbell, D.T.1    Fiske, D.W.2
  • 62
    • 0012570916 scopus 로고    scopus 로고
    • The national curriculum and standards in primary schools: A comparative perspective
    • Campbell, R.J. and Kyriakides, L. (2000). The National Curriculum and standards in primary schools: a comparative perspective. Comparative Education, 36 (4), 383-395.
    • (2000) Comparative Education , vol.36 , Issue.4 , pp. 383-395
    • Campbell, R.J.1    Kyriakides, L.2
  • 63
    • 0141818385 scopus 로고    scopus 로고
    • Differential teacher effectiveness: Towards a model for research and teacher appraisal
    • Campbell, R.J., Kyriakides, L., Muijs, R.D., and Robinson, W. (2003). Differential teacher effectiveness: towards a model for research and teacher appraisal. Oxford Review of Education, 29 (3), 347-362.
    • (2003) Oxford Review of Education , vol.29 , Issue.3 , pp. 347-362
    • Campbell, R.J.1    Kyriakides, L.2    Muijs, R.D.3    Robinson, W.4
  • 65
    • 0002755371 scopus 로고
    • Group development and situational leadership: A model for managing groups
    • Carew, D.K., Parisicarew, E., and Blanchard, K.H. (1986). Group development and situational leadership: a model for managing groups. Training and Development Journal, 40 (6), 46-50.
    • (1986) Training and Development Journal , vol.40 , Issue.6 , pp. 46-50
    • Carew, D.K.1    Parisicarew, E.2    Blanchard, K.H.3
  • 66
    • 0000535334 scopus 로고
    • A model of school learning
    • Carroll, J.B. (1963). A model of school learning. Teachers College Record, 64, 723-733.
    • (1963) Teachers College Record , vol.64 , pp. 723-733
    • Carroll, J.B.1
  • 67
    • 21144479534 scopus 로고
    • Theories of learning and theories of development
    • Case R. (1993). Theories of learning and theories of development. Educational Psychologist, 28 (3): 219-233.
    • (1993) Educational Psychologist , vol.28 , Issue.3 , pp. 219-233
    • Case, R.1
  • 69
    • 0002948823 scopus 로고
    • Classroom discourse
    • M.C. Wittrock (ed.), New York: Macmillan
    • Cazden, C.B. (1986). Classroom discourse. In M.C. Wittrock (ed.), Handbook of research on teaching (pp. 432-463). New York: Macmillan.
    • (1986) Handbook of Research on Teaching , pp. 432-463
    • Cazden, C.B.1
  • 70
    • 0042205284 scopus 로고    scopus 로고
    • Personality predicts academic performance: Evidence from two longitudinal university samples
    • Chamorro-Premuzic, T. and Furnham, A. (2003). Personality predicts academic performance: evidence from two longitudinal university samples. Journal of Research in Personality, 37, 319-338.
    • (2003) Journal of Research in Personality , vol.37 , pp. 319-338
    • Chamorro-Premuzic, T.1    Furnham, A.2
  • 71
    • 0002047303 scopus 로고
    • The theory-driven approach to validity
    • Chen, H.T. and Rossi, P.H. (1987). The theory-driven approach to validity. Evaluation and Program Planning, 10 (1), 95-103.
    • (1987) Evaluation and Program Planning , vol.10 , Issue.1 , pp. 95-103
    • Chen, H.T.1    Rossi, P.H.2
  • 72
    • 84963177601 scopus 로고
    • Profiles of organizational culture and effective schools
    • Cheng, Y.C. (1993). Profiles of organizational culture and effective schools. School Effectiveness and School Improvement, 4 (2), 85-110.
    • (1993) School Effectiveness and School Improvement , vol.4 , Issue.2 , pp. 85-110
    • Cheng, Y.C.1
  • 74
    • 0040491349 scopus 로고
    • The relationships between introversion-extraversion, neuroticism and performance in school examinations
    • Child, D. (1964). The relationships between introversion-extraversion, neuroticism and performance in school examinations. British Journal of Educational Psychology, 34, 187-196.
    • (1964) British Journal of Educational Psychology , vol.34 , pp. 187-196
    • Child, D.1
  • 75
    • 21844485234 scopus 로고
    • Situated cognition and learning environments: Roles, structures, and implications for design
    • Choi, J.I. and Hannafin, M. (1995). Situated cognition and learning environments: roles, structures, and implications for design. Educational Technology Research and Development, 43 (2), 53-69.
    • (1995) Educational Technology Research and Development , vol.43 , Issue.2 , pp. 53-69
    • Choi, J.I.1    Hannafin, M.2
  • 76
    • 0032391148 scopus 로고    scopus 로고
    • Structure of figural forms a and b of the torrance tests of creative thinking
    • Clapham, M.M. (1998). Structure of figural forms A and B of the Torrance tests of creative thinking. Educational and Psychological Measurement, 58 (2), 275-283.
    • (1998) Educational and Psychological Measurement , vol.58 , Issue.2 , pp. 275-283
    • Clapham, M.M.1
  • 78
    • 33845227778 scopus 로고
    • A systems perspective on effective schools
    • Clauset, K.H. and Gaynor, A.K. (1982). A systems perspective on effective schools. Educational Leadership, 40 (3), 54-59.
    • (1982) Educational Leadership , vol.40 , Issue.3 , pp. 54-59
    • Clauset, K.H.1    Gaynor, A.K.2
  • 83
    • 85085411743 scopus 로고
    • Cognitive apprenticeship: Teaching the crafts of reading, writing and mathematics
    • L.B. Resnick (ed.), Hillsdale, NJ: Lawrence Erlbaum
    • Collins, A., Brown, J.S., and Newman, S.E. (1989). Cognitive apprenticeship: teaching the crafts of reading, writing and mathematics. In L.B. Resnick (ed.), Knowing, learning, and instruction (pp. 453-495). Hillsdale, NJ: Lawrence Erlbaum.
    • (1989) Knowing, Learning, and Instruction , pp. 453-495
    • Collins, A.1    Brown, J.S.2    Newman, S.E.3
  • 85
    • 0034550583 scopus 로고    scopus 로고
    • Comer’s school development program in chicago: A theory-based evaluation
    • Cook, T.D., Murphy, R.F., and Hunt, H.D. (2000). Comer’s school development program in Chicago: a theory-based evaluation. American Educational Research Journal, 37 (2), 535-597.
    • (2000) American Educational Research Journal , vol.37 , Issue.2 , pp. 535-597
    • Cook, T.D.1    Murphy, R.F.2    Hunt, H.D.3
  • 87
    • 3042588854 scopus 로고
    • Mediating the metacognitive
    • Costa, A.L. (1984). Mediating the metacognitive. Educational Leadership, 42 (3), 57-62.
    • (1984) Educational Leadership , vol.42 , Issue.3 , pp. 57-62
    • Costa, A.L.1
  • 88
    • 0001541668 scopus 로고    scopus 로고
    • Longitudinal stability of adult personality
    • R. Hogan, J. Johnson, and S. Briggs, San Diego, CA: Academic Press
    • Costa, P.T. Jr and McCrae, R.R. (1997). Longitudinal stability of adult personality. In R. Hogan, J. Johnson, and S. Briggs (eds), Handbook of Personality Psychology (pp. 269-290). San Diego, CA: Academic Press.
    • (1997) Handbook of Personality Psychology , pp. 269-290
    • Costa, P.T.1    McCrae, R.R.2
  • 90
    • 84970157882 scopus 로고
    • Current empirical research on evaluation utilization
    • Cousins, J.B. and Leithwood, K.A. (1986). Current empirical research on evaluation utilization. Review of Educational Research, 56 (3), 331-364.
    • (1986) Review of Educational Research , vol.56 , Issue.3 , pp. 331-364
    • Cousins, J.B.1    Leithwood, K.A.2
  • 92
    • 3142765031 scopus 로고    scopus 로고
    • From school effectiveness and school improvement to effective school improvement: Background, theoretical analysis, and outline of the empirical study
    • 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 (4), 343-362.
    • (2002) Educational Research and Evaluation , vol.8 , Issue.4 , pp. 343-362
    • Creemers, B.P.M.1
  • 93
    • 33751532728 scopus 로고    scopus 로고
    • The importance and perspectives of international studies in educational effectiveness
    • Creemers, B.P.M. (2006). The importance and perspectives of international studies in educational effectiveness. Educational Research and Evaluation, 12 (6), 499-511.
    • (2006) Educational Research and Evaluation , vol.12 , Issue.6 , pp. 499-511
    • Creemers, B.P.M.1
  • 94
    • 57649108699 scopus 로고    scopus 로고
    • Combining different ways of learning and teaching in a dynamic model of educational effectiveness
    • Creemers, B.P.M. (2007). Combining different ways of learning and teaching in a dynamic model of educational effectiveness. Journal of Basic Education, 17 (1).
    • (2007) Journal of Basic Education , vol.17 , Issue.1
    • Creemers, B.P.M.1
  • 95
    • 84968834797 scopus 로고    scopus 로고
    • Establishing links between educational effectiveness research and improvement practices through the development of a dynamic model of educational effectiveness
    • Montreal, April
    • Creemers, B.P.M. and Kyriakides, L. (2005a). Establishing links between educational effectiveness research and improvement practices through the development of a dynamic model of educational effectiveness. Paper presented at the 86th Annual Meeting of the American Educational Research Association, Montreal, April.
    • (2005) Paper Presented at the 86Th Annual Meeting of the American Educational Research Association
    • Creemers, B.P.M.1    Kyriakides, L.2
  • 96
    • 85145542001 scopus 로고    scopus 로고
    • Developing and testing theories of educational effectiveness: Testing the validity of the school level factors of the dynamic model
    • Nicosia (Cyprus), August
    • Creemers, B.P.M. and Kyriakides, L. (2005b). Developing and testing theories of educational effectiveness: testing the validity of the school level factors of the dynamic model. Paper presented at the EARLI 2005 conference, Nicosia (Cyprus), August.
    • (2005) Paper Presented at the EARLI 2005 Conference
    • Creemers, B.P.M.1    Kyriakides, L.2
  • 97
    • 33748578970 scopus 로고    scopus 로고
    • A critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model
    • Creemers, B.P.M. and Kyriakides, L. (2006). A critical analysis of the current approaches to modelling educational effectiveness: the importance of establishing a dynamic model. School Effectiveness and School Improvement, 17 (3), 347-366.
    • (2006) School Effectiveness and School Improvement , vol.17 , Issue.3 , pp. 347-366
    • Creemers, B.P.M.1    Kyriakides, L.2
  • 98
  • 101
    • 4344655581 scopus 로고    scopus 로고
    • The concept of vision in educational effectiveness theory and research
    • Creemers, B.P.M. and Reezigt, G.J. (1999b). The concept of vision in educational effectiveness theory and research. Learning Environments Research, 2, 107-135.
    • (1999) Learning Environments Research , vol.2 , pp. 107-135
    • Creemers, B.P.M.1    Reezigt, G.J.2
  • 102
    • 29244444582 scopus 로고    scopus 로고
    • Linking school effectiveness and school improvement: The background and outline of the project
    • Creemers, B.P.M. and Reezigt, J.G. (2005). Linking school effectiveness and school improvement: the background and outline of the project. School Effectiveness and School Improvement, 16 (4), 359-371.
    • (2005) School Effectiveness and School Improvement , vol.16 , Issue.4 , pp. 359-371
    • Creemers, B.P.M.1    Reezigt, J.G.2
  • 104
    • 0001109141 scopus 로고
    • Beyond the two disciplines of scientific psychology revisited
    • Cronbach, L.J. (1975). Beyond the two disciplines of scientific psychology revisited. American Psychologist, 30, 116-127.
    • (1975) American Psychologist , vol.30 , pp. 116-127
    • Cronbach, L.J.1
  • 108
    • 3042573883 scopus 로고    scopus 로고
    • Teacher quality and student achievement: A review of state policy evidence
    • Darling-Hammond, L. (2000). Teacher quality and student achievement: a review of state policy evidence. Education Policy Analysis Archives, 8(1):http://epaa.asu.edu/epaa/v8n1/.
    • (2000) Education Policy Analysis Archives , vol.8 , pp. 1
    • Darling-Hammond, L.1
  • 109
    • 0040520110 scopus 로고    scopus 로고
    • School reform through a highly specified curriculum: Implementation and effects of the core knowledge sequence
    • Datnow, A., Borman, G., and Stringfield, S. (2000). School reform through a highly specified curriculum: implementation and effects of the core knowledge sequence. Elementary School Journal, 101 (2), 167-191.
    • (2000) Elementary School Journal , vol.101 , Issue.2 , pp. 167-191
    • Datnow, A.1    Borman, G.2    Stringfield, S.3
  • 111
    • 0142250424 scopus 로고    scopus 로고
    • Comprehensive school reform in culturally and linguistically diverse contexts: Implementation and outcomes from a four-year study
    • Datnow, A., Borman, G., Stringfield, S., Overman, L.T., and Castellano, M. (2003). Comprehensive school reform in culturally and linguistically diverse contexts: implementation and outcomes from a four-year study. Educational Evaluation and Policy Analysis, 25 (2), 143-170.
    • (2003) Educational Evaluation and Policy Analysis , vol.25 , Issue.2 , pp. 143-170
    • Datnow, A.1    Borman, G.2    Stringfield, S.3    Overman, L.T.4    Castellano, M.5
  • 112
    • 0034196474 scopus 로고    scopus 로고
    • Marrying theory building and the improvement of school practice: A permanent challenge for instructional psychology
    • De Corte, E. (2000). Marrying theory building and the improvement of school practice: a permanent challenge for instructional psychology. Learning and Instruction, 10 (3), 249-266.
    • (2000) Learning and Instruction , vol.10 , Issue.3 , pp. 249-266
    • De Corte, E.1
  • 113
    • 3142669815 scopus 로고    scopus 로고
    • 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
    • De Jong, R., Westerhof, K.J., and 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 (1), 3-31.
    • (2004) School Effectiveness and School Improvement , vol.15 , Issue.1 , pp. 3-31
    • De Jong, R.1    Westerhof, K.J.2    Kruiter, J.H.3
  • 115
    • 0030364908 scopus 로고    scopus 로고
    • Personality and interests as predictors of streaming and achievement
    • DeFruyt, F. and Mervielde, I. (1996). Personality and interests as predictors of streaming and achievement. European Journal of Personality, 10, 405-425.
    • (1996) European Journal of Personality , vol.10 , pp. 405-425
    • DeFruyt, F.1    Mervielde, I.2
  • 116
    • 0036796760 scopus 로고    scopus 로고
    • Assessment as inquiry
    • Delandshere, G. (2002). Assessment as inquiry. Teachers College Record, 104 (7), 1461-1484.
    • (2002) Teachers College Record , vol.104 , Issue.7 , pp. 1461-1484
    • Delandshere, G.1
  • 118
    • 0033229085 scopus 로고    scopus 로고
    • The emerging self: The convergence of mind, personality, and thinking styles
    • Demetriou, A., Kazi, S., and Georgiou, S. (1999). The emerging self: the convergence of mind, personality, and thinking styles. Developmental Science, 2, 387-422.
    • (1999) Developmental Science , vol.2 , pp. 387-422
    • Demetriou, A.1    Kazi, S.2    Georgiou, S.3
  • 119
    • 0345448328 scopus 로고    scopus 로고
    • The missing link in the relations between intelligence and personality
    • Demetriou, A., Kyriakides, L., and Avraamidou, C. (2003). The missing link in the relations between intelligence and personality. Journal of Research in Personality, 37 (6), 547-581.
    • (2003) Journal of Research in Personality , vol.37 , Issue.6 , pp. 547-581
    • Demetriou, A.1    Kyriakides, L.2    Avraamidou, C.3
  • 122
    • 85059316373 scopus 로고    scopus 로고
    • Conditions and caveats for self-evaluation: The case of secondary schools
    • San Diego, CA, 13-17 April (ERIC Document Reproduction Service no. ED421493)
    • Devos, G. (1998). Conditions and caveats for self-evaluation: the case of secondary schools. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA, 13-17 April (ERIC Document Reproduction Service no. ED421493).
    • (1998) Paper Presented at the Annual Meeting of the American Educational Research Association
    • Devos, G.1
  • 123
    • 2442615395 scopus 로고    scopus 로고
    • London: The Stationery Office
    • DfEE (1998). Evaluation matters. London: The Stationery Office.
    • (1998) Evaluation Matters
  • 124
    • 0037277828 scopus 로고    scopus 로고
    • Personality and approaches to learning as predictors of academic achievement
    • Diseth, A. (2003). Personality and approaches to learning as predictors of academic achievement. European Journal of Personality, 17, 143-155.
    • (2003) European Journal of Personality , vol.17 , pp. 143-155
    • Diseth, A.1
  • 127
    • 0037276610 scopus 로고    scopus 로고
    • What do students say about motivational goals? Towards a more complex and dynamic perspective on student motivation
    • Dowson, M. and Mclnerney, 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.
    • (2003) Contemporary Educational Psychology , vol.28 , Issue.1 , pp. 91-113
    • Dowson, M.1    McLnerney, D.M.2
  • 128
    • 0002239154 scopus 로고
    • Classroom organization and management
    • M.C. Wittrock (ed.), 3rd edn, New York: Macmillan
    • Doyle, W. (1986). Classroom organization and management. In M.C. Wittrock (ed.), Handbook of Research on Teaching (3rd edn, pp. 392-431). New York: Macmillan.
    • (1986) Handbook of Research on Teaching , pp. 392-431
    • Doyle, W.1
  • 129
    • 0010189772 scopus 로고
    • Classroom knowledge as a foundation for teaching
    • Doyle, W. (1990). Classroom knowledge as a foundation for teaching. Teachers College Record, 91 (3), 347-360.
    • (1990) Teachers College Record , vol.91 , Issue.3 , pp. 347-360
    • Doyle, W.1
  • 131
    • 0040435036 scopus 로고    scopus 로고
    • Consistency of teaching approach and student achievement: An empirical test
    • Driessen, G. and Sleegers, P. (2000). Consistency of teaching approach and student achievement: an empirical test. School Effectiveness and School Improvement, 11 (1), 57-79.
    • (2000) School Effectiveness and School Improvement , vol.11 , Issue.1 , pp. 57-79
    • Driessen, G.1    Sleegers, P.2
  • 135
    • 0002798657 scopus 로고
    • Effective schools for the urban poor
    • Edmonds, R.R. (1979). Effective schools for the urban poor. Educational Leadership, 37 (1), 15-27.
    • (1979) Educational Leadership , vol.37 , Issue.1 , pp. 15-27
    • Edmonds, R.R.1
  • 136
    • 84973759184 scopus 로고
    • Forms of understanding and the future of educational research
    • Eisner, E. (1993). Forms of understanding and the future of educational research. Educational Researcher, 22 (7), 5-11.
    • (1993) Educational Researcher , vol.22 , Issue.7 , pp. 5-11
    • Eisner, E.1
  • 137
    • 38249030702 scopus 로고
    • Student achievement in public schools: Do principles make a difference?
    • Elberts, R.W. and Stone, J.A. (1988). Student achievement in public schools: do principles make a difference? Economics Education Review, 7, 291-299.
    • (1988) Economics Education Review , vol.7 , pp. 291-299
    • Elberts, R.W.1    Stone, J.A.2
  • 138
    • 0039603319 scopus 로고    scopus 로고
    • Classroom-based assessments of teaching and learning
    • J.H. Stronge (ed.), Thousand Oaks, CA: Sage
    • Ellett, C.D. (1997). Classroom-based assessments of teaching and learning. In J.H. Stronge (ed.) Evaluating teaching: a guide to current thinking and best practice (pp. 107-128). Thousand Oaks, CA: Sage.
    • (1997) Evaluating Teaching: A Guide to Current Thinking and Best Practice , pp. 107-128
    • Ellett, C.D.1
  • 139
    • 18844458641 scopus 로고
    • Principal competency, environment and outcomes
    • H.J. Walberg (ed.), Berkeley, CA: McCutchan
    • Ellett, C.D. and Walberg, H.J. (1979). Principal competency, environment and outcomes. In H.J. Walberg (ed.), Educational environment and effects (pp. 140-167). Berkeley, CA: McCutchan.
    • (1979) Educational Environment and Effects , pp. 140-167
    • Ellett, C.D.1    Walberg, H.J.2
  • 140
    • 0030525150 scopus 로고    scopus 로고
    • Looking backwards with the personnel evaluation standards: An analysis of the development and implementation of a statewide teacher assessment system
    • Ellett, C.D., Wren, C.Y., Callendar, K.E., Loup, K.S., and Liu, X. (1996). Looking backwards with the Personnel Evaluation Standards: an analysis of the development and implementation of a statewide teacher assessment system. Studies in Educational Evaluation, 22 (1), 79-113.
    • (1996) Studies in Educational Evaluation , vol.22 , Issue.1 , pp. 79-113
    • Ellett, C.D.1    Wren, C.Y.2    Callendar, K.E.3    Loup, K.S.4    Liu, X.5
  • 141
    • 0000571515 scopus 로고
    • Relation between intellectual ability and working method as predictors of learning
    • Elshout, J. and Veenman, M. (1992). Relation between intellectual ability and working method as predictors of learning. Journal of Educational Research, 85, 134-143.
    • (1992) Journal of Educational Research , vol.85 , pp. 134-143
    • Elshout, J.1    Veenman, M.2
  • 142
    • 0010959157 scopus 로고
    • Synthesis of research on classroom management
    • Emmer, E.T. and Evertson, C.M. (1981). Synthesis of research on classroom management. Educational Leadership, 38 (4), 342-347.
    • (1981) Educational Leadership , vol.38 , Issue.4 , pp. 342-347
    • Emmer, E.T.1    Evertson, C.M.2
  • 143
    • 0035611724 scopus 로고    scopus 로고
    • Classroom management: A critical part of educational psychology, with implications for teacher education
    • Emmer, E.T. and Stough, L.M. (2001). Classroom management: a critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36 (2), 103-112.
    • (2001) Educational Psychologist , vol.36 , Issue.2 , pp. 103-112
    • Emmer, E.T.1    Stough, L.M.2
  • 144
    • 0011031865 scopus 로고
    • Effective classroom management at the beginning of the school year
    • Emmer, E.T., Evertson, C.M., and Anderson, L.M. (1980). Effective classroom management at the beginning of the school year. Elementary School Journal, 80 (5), 219-231.
    • (1980) Elementary School Journal , vol.80 , Issue.5 , pp. 219-231
    • Emmer, E.T.1    Evertson, C.M.2    Anderson, L.M.3
  • 145
    • 0036728673 scopus 로고    scopus 로고
    • Personal understanding and target understanding: Mapping influences on the outcomes of learning
    • Entwistle, N. and Smith, C. (2002). Personal understanding and target understanding: mapping influences on the outcomes of learning. British Journal of Educational Psychology, 72 (3), 321-342.
    • (2002) British Journal of Educational Psychology , vol.72 , Issue.3 , pp. 321-342
    • Entwistle, N.1    Smith, C.2
  • 146
    • 0000608594 scopus 로고
    • School and family partnerships
    • M. Alkin (ed.), 2nd edn, New York: Macmillan
    • Epstein, J.L. (1992). School and family partnerships. In M. Alkin (ed.), Encyclopedia of educational research (2nd edn, pp. 1139-1151). New York: Macmillan.
    • (1992) Encyclopedia of Educational Research , pp. 1139-1151
    • Epstein, J.L.1
  • 147
    • 0001846786 scopus 로고
    • What we know about managing classrooms
    • Evertson, C.M. and Harris, A.H. (1992). What we know about managing classrooms. Educational Leadership, 49 (7), 74-78.
    • (1992) Educational Leadership , vol.49 , Issue.7 , pp. 74-78
    • Evertson, C.M.1    Harris, A.H.2
  • 148
    • 0002437871 scopus 로고
    • Relationships between classroom behavior and student outcomes in junior high math and english classes
    • Evertson, C.M., Anderson, C., Anderson, L., and Brophy, J. (1980). Relationships between classroom behavior and student outcomes in junior high math and English classes. American Educational Research Journal, 17, 43-60.
    • (1980) American Educational Research Journal , vol.17 , pp. 43-60
    • Evertson, C.M.1    Erson, C.2    Erson, L.3    Brophy, J.4
  • 149
    • 0002116108 scopus 로고
    • Effectiveness: The perspective from organisation theory
    • Fairman, S.R. and Quinn, R.E. (1985). Effectiveness: the perspective from organisation theory. Review of Higher Education, 9, 83-100.
    • (1985) Review of Higher Education , vol.9 , pp. 83-100
    • Fairman, S.R.1    Quinn, R.E.2
  • 150
    • 0035638240 scopus 로고    scopus 로고
    • Parent involvement and students’ academic achievement: A meta-analysis
    • Fan, X. and Chen, M. (2001). Parent involvement and students’ academic achievement: a meta-analysis. Educational Psychology Review, 13 (1), 1-22.
    • (2001) Educational Psychology Review , vol.13 , Issue.1 , pp. 1-22
    • Fan, X.1    Chen, M.2
  • 151
    • 0032331109 scopus 로고
    • Personal cognitive development and its implications for teaching and learning
    • Ferrari, M. and Mahalingam, R. (1988). Personal cognitive development and its implications for teaching and learning. Educational Psychologist, 33 (1), 35-44.
    • (1988) Educational Psychologist , vol.33 , Issue.1 , pp. 35-44
    • Ferrari, M.1    Mahalingam, R.2
  • 152
    • 0040669680 scopus 로고    scopus 로고
    • Politics, community, and leadership in a school-university partnership
    • Firestone, W.A. and Fisler, J.L. (2002). Politics, community, and leadership in a school-university partnership. Educational Administration Quarterly, 38 (4), 449-493.
    • (2002) Educational Administration Quarterly , vol.38 , Issue.4 , pp. 449-493
    • Firestone, W.A.1    Fisler, J.L.2
  • 153
    • 0001883807 scopus 로고
    • Prescriptions for effective elementary schools don’t fit secondary schools
    • Firestone, W.A. and Herriott, R.E. (1982). Prescriptions for effective elementary schools don’t fit secondary schools. Educational Leadership, 40, 51-53.
    • (1982) Educational Leadership , vol.40 , pp. 51-53
    • Firestone, W.A.1    Herriott, R.E.2
  • 156
    • 0346600878 scopus 로고
    • Performance indicators and information systems
    • D. Reynolds, B.P.M. Creemers, and D. Peters, Groningen: RION
    • Fitz-Gibbon, C.T., Tymms, P.B., and Hazlewood, R.D. (1990). Performance indicators and information systems. In D. Reynolds, B.P.M. Creemers, and D. Peters (eds), School Effectiveness and Improvement. Groningen: RION.
    • (1990) School Effectiveness and Improvement
    • Fitz-Gibbon, C.T.1    Tymms, P.B.2    Hazlewood, R.D.3
  • 158
    • 33744781376 scopus 로고
    • Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry
    • Flavell, J.H. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34 (10), 906-911.
    • (1979) American Psychologist , vol.34 , Issue.10 , pp. 906-911
    • Flavell, J.H.1
  • 159
    • 0033816739 scopus 로고    scopus 로고
    • Approaches to substance use prevention utilizing school curriculum plus social environment change
    • Flay, B.R. (2000) Approaches to substance use prevention utilizing school curriculum plus social environment change. Addictive Behaviors, 25, 861-885.
    • (2000) Addictive Behaviors , vol.25 , pp. 861-885
    • Flay, B.R.1
  • 162
    • 0002101962 scopus 로고
    • Two decades of classroom environment research
    • B.J. Fraser and H.J. Walberg, Oxford: Pergamon Press
    • Fraser, B.J. (1991). Two decades of classroom environment research. In B.J. Fraser and H.J. Walberg (eds), Educational environments: evaluation, antecedents and consequences (pp. 3-29). Oxford: Pergamon Press.
    • (1991) Educational Environments: Evaluation, Antecedents and Consequences , pp. 3-29
    • Fraser, B.J.1
  • 163
    • 0040789052 scopus 로고
    • Students’ perceptions of classrooms
    • L.W. Anderson (ed.), 2nd edn, Oxford: Elsevier
    • Fraser, B.J. (1995). Students’ perceptions of classrooms. In L.W. Anderson (ed.), International encyclopedia of teaching and teacher education (2nd edn, pp. 416-419). Oxford: Elsevier.
    • (1995) International Encyclopedia of Teaching and Teacher Education , pp. 416-419
    • Fraser, B.J.1
  • 168
    • 0001986058 scopus 로고
    • Paradigms for research on teaching
    • N.L. Gage (ed.), Chicago, IL: Rand McNally
    • Gage, N.L. (1963). Paradigms for research on teaching. In N.L. Gage (ed.), Handbook of research on teaching (pp. 94-141). Chicago, IL: Rand McNally.
    • (1963) Handbook of Research on Teaching , pp. 94-141
    • Gage, N.L.1
  • 170
    • 33749182016 scopus 로고    scopus 로고
    • Intervention in creativity with children aged 10 and 11 years: Impact of a play program on verbal and graphic-figural creativity
    • Garaigordobil, M. (2006). Intervention in creativity with children aged 10 and 11 years: impact of a play program on verbal and graphic-figural creativity. Creativity Research Journal, 18 (3), 329-345.
    • (2006) Creativity Research Journal , vol.18 , Issue.3 , pp. 329-345
    • Garaigordobil, M.1
  • 171
    • 32944462487 scopus 로고
    • A menu of approaches for evaluating your teaching
    • Gastel, B. (1991). A menu of approaches for evaluating your teaching. BioScience, 41 (5), 342-345.
    • (1991) Bioscience , vol.41 , Issue.5 , pp. 342-345
    • Gastel, B.1
  • 172
    • 28244484445 scopus 로고
    • Learning time and retention differences between nondisabled students and students with learning disabilities
    • Gettinger, M. (1991). Learning time and retention differences between nondisabled students and students with learning disabilities. Learning Disability Quarterly, 14 (3), 179-189.
    • (1991) Learning Disability Quarterly , vol.14 , Issue.3 , pp. 179-189
    • Gettinger, M.1
  • 173
    • 0031287340 scopus 로고    scopus 로고
    • Relationships among experience, teacher efficacy, and attitudes towards the implementation of instructional innovation
    • Ghaith, G. and Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes towards the implementation of instructional innovation. Teaching and Teacher Education, 13 (4), 451-458.
    • (1997) Teaching and Teacher Education , vol.13 , Issue.4 , pp. 451-458
    • Ghaith, G.1    Yaghi, H.2
  • 174
    • 33744771897 scopus 로고    scopus 로고
    • New learning environments and constructivism: The students’ perspective
    • Gijbels, D., Van de Watering, G., Dochy, F., and Van den Bossche, P. (2006). New learning environments and constructivism: the students’ perspective. Instructional Science, 34 (3), 213-226.
    • (2006) Instructional Science , vol.34 , Issue.3 , pp. 213-226
    • Gijbels, D.1    Van De Watering, G.2    Dochy, F.3    Van Den Bossche, P.4
  • 175
    • 84965572216 scopus 로고
    • Components of a psychology of instruction: Toward a science of design
    • Glaser, R. (1976). Components of a psychology of instruction: toward a science of design. Review of Educational Research, 46, 1-24.
    • (1976) Review of Educational Research , vol.46 , pp. 1-24
    • Glaser, R.1
  • 177
    • 0002100348 scopus 로고
    • Secondary and meta-analysis ofresearch
    • Glass, G.V. (1976). Secondary and meta-analysis ofresearch. Educational Researcher, 11, 3-8.
    • (1976) Educational Researcher , vol.11 , pp. 3-8
    • Glass, G.V.1
  • 178
    • 0027348286 scopus 로고
    • The structure of the phenotypic personality traits
    • Goldberg, L.R. (1993). The structure of the phenotypic personality traits. American Psychologist, 48 (1), 26-34.
    • (1993) American Psychologist , vol.48 , Issue.1 , pp. 26-34
    • Goldberg, L.R.1
  • 179
    • 0000996309 scopus 로고    scopus 로고
    • The methodology of school effectiveness research
    • Goldstein, H. (1997). The methodology of school effectiveness research. School Effectiveness and School Improvement, 8 (4), 369-395.
    • (1997) School Effectiveness and School Improvement , vol.8 , Issue.4 , pp. 369-395
    • Goldstein, H.1
  • 182
    • 0003087427 scopus 로고
    • School effects
    • M.C. Wittrock (ed.), 3rd edn, New York: Macmillan
    • Good, T.L. and Brophy, J.E. (1986). School effects. In M.C. Wittrock (ed.), Handbook of research on teaching (3rd edn, pp. 570-602). New York: Macmillan.
    • (1986) Handbook of Research on Teaching , pp. 570-602
    • Good, T.L.1    Brophy, J.E.2
  • 183
    • 84965846989 scopus 로고
    • Situational leadership theory: A test of leadership prescriptions
    • Goodson, J.R., McGee, G.W., and Cashman, J.F. (1989). Situational leadership theory: a test of leadership prescriptions. Group and Organization Studies, 14 (4), 446-461.
    • (1989) Group and Organization Studies , vol.14 , Issue.4 , pp. 446-461
    • Goodson, J.R.1    McGee, G.W.2    Cashman, J.F.3
  • 184
    • 0035315594 scopus 로고    scopus 로고
    • Investigating the patterns of differential attainment of boys and girls at school
    • Gorard, S., Rees, G., and Salisbury J. (2001). Investigating the patterns of differential attainment of boys and girls at school. British Educational Research Journal, 27 (2), 125-139.
    • (2001) British Educational Research Journal , vol.27 , Issue.2 , pp. 125-139
    • Gorard, S.1    Rees, G.2    Salisbury, J.3
  • 185
    • 12844264351 scopus 로고    scopus 로고
    • Research on teaching in physical education
    • V. Richardson (ed.), Washington, DC: American Educational Research Association
    • Graber, K. (2001). Research on teaching in physical education. In V. Richardson (ed.), Handbook of research in teaching. Washington, DC: American Educational Research Association.
    • (2001) Handbook of Research in Teaching
    • Graber, K.1
  • 189
    • 10844237356 scopus 로고    scopus 로고
    • Towards a typology of gender-related school effects: Some new perspectives on a familiar problem
    • Gray, J., Peng, W.J., Steward S., and Thomas S. (2004). Towards a typology of gender-related school effects: some new perspectives on a familiar problem. Oxford Review of Education, 30 (4), 529-550.
    • (2004) Oxford Review of Education , vol.30 , Issue.4 , pp. 529-550
    • Gray, J.1    Peng, W.J.2    Steward, S.3    Thomas, S.4
  • 190
    • 0026162591 scopus 로고
    • Longitudinal analysis of time, engagement, and achievement in at-risk versus non-risk students
    • Greenwood, C.R. (1991). Longitudinal analysis of time, engagement, and achievement in at-risk versus non-risk students. Exceptional Children, 57 (6), 521-535.
    • (1991) Exceptional Children , vol.57 , Issue.6 , pp. 521-535
    • Greenwood, C.R.1
  • 192
    • 0001315197 scopus 로고    scopus 로고
    • Styles of thinking, abilities, and academic performance
    • Grigorenko, E.L. and Sternberg, R.J. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children, 63 (3), 295-312.
    • (1997) Exceptional Children , vol.63 , Issue.3 , pp. 295-312
    • Grigorenko, E.L.1    Sternberg, R.J.2
  • 193
    • 21844493520 scopus 로고
    • Opportunity to learn and conceptions of educational equality
    • Guiton, G. and Oakes, J. (1995). Opportunity to learn and conceptions of educational equality. Educational Evaluation and Policy Analysis, 17, 323-336.
    • (1995) Educational Evaluation and Policy Analysis , vol.17 , pp. 323-336
    • Guiton, G.1    Oakes, J.2
  • 195
    • 0000097567 scopus 로고    scopus 로고
    • Exploring the principal’s contribution to school effectiveness: 1980-1995
    • Hallinger, P. and Heck, H.R. (1998). Exploring the principal’s contribution to school effectiveness: 1980-1995. School Effectiveness and School Improvement, 9 (2), 157-191.
    • (1998) School Effectiveness and School Improvement , vol.9 , Issue.2 , pp. 157-191
    • Hallinger, P.1    Heck, H.R.2
  • 196
    • 0005565941 scopus 로고    scopus 로고
    • Future directions for norm-referenced and criterion-referenced testing
    • Hambleton, R.K. and Sireci, S.G. (1998). Future directions for norm-referenced and criterion-referenced testing. International Journal of Educational Research, 27 (5), 379-394.
    • (1998) International Journal of Educational Research , vol.27 , Issue.5 , pp. 379-394
    • Hambleton, R.K.1    Sireci, S.G.2
  • 197
    • 0000749632 scopus 로고
    • The economics of schooling: Production and efficiency in public schools
    • Hanushek, E.A. (1986). The economics of schooling: production and efficiency in public schools. Journal of Economic Literature, 24, 1141-1177.
    • (1986) Journal of Economic Literature , vol.24 , pp. 1141-1177
    • Hanushek, E.A.1
  • 198
    • 33748581060 scopus 로고
    • The impact of differential expenditures on student performance
    • Hanushek, E.A. (1989). The impact of differential expenditures on student performance. Educational Research, 66 (3), 397-409.
    • (1989) Educational Research , vol.66 , Issue.3 , pp. 397-409
    • Hanushek, E.A.1
  • 199
    • 84972959775 scopus 로고
    • School culture, school effectiveness and school improvement
    • Hargreaves, D.H. (1995). School culture, school effectiveness and school improvement. School Effectiveness and School Improvement, 6 (1), 23-46.
    • (1995) School Effectiveness and School Improvement , vol.6 , Issue.1 , pp. 23-46
    • Hargreaves, D.H.1
  • 200
    • 0000535454 scopus 로고    scopus 로고
    • Assessment and learning: Differences and relationships between formative and summative assessment
    • Harlen, W. and James, M. (1997). Assessment and learning: differences and relationships between formative and summative assessment. Assessment in Education, 4 (3), 365-379.
    • (1997) Assessment in Education , vol.4 , Issue.3 , pp. 365-379
    • Harlen, W.1    James, M.2
  • 201
    • 84955219811 scopus 로고
    • The teaching learning process in elementary schools: A synoptic view
    • Harnischfeger, A. and Wiley, D.E. (1976). The teaching learning process in elementary schools: a synoptic view. Curriculum Inquiry, 6, 5-43.
    • (1976) Curriculum Inquiry , vol.6 , pp. 5-43
    • Harnischfeger, A.1    Wiley, D.E.2
  • 202
    • 0347462544 scopus 로고    scopus 로고
    • Building the capacity for school improvement
    • Harris, A. (2001). Building the capacity for school improvement. School Leadership and Management, 21 (3), 261-270.
    • (2001) School Leadership and Management , vol.21 , Issue.3 , pp. 261-270
    • Harris, A.1
  • 203
    • 0001186939 scopus 로고
    • Factors affecting college grades: A review of the literature
    • Harris, D. (1940). Factors affecting college grades: a review of the literature. Psychological Bulletin, 37, 125-166.
    • (1940) Psychological Bulletin , vol.37 , pp. 125-166
    • Harris, D.1
  • 204
    • 3142781989 scopus 로고
    • Groningen, The Netherlands: RION
    • Harskamp, E.G. (1988). Een evaluatie van rekenmethoden (An evaluation of arithmetic curricula) (dissertation). Groningen, The Netherlands: RION.
    • (1988) Een Evaluatie Van Rekenmethoden
    • Harskamp, E.G.1
  • 205
    • 0035532541 scopus 로고    scopus 로고
    • Constructing difference: A comparative study of elementary science curriculum differentiation
    • Hayes, M.T. and Deyhle, D. (2001). Constructing difference: a comparative study of elementary science curriculum differentiation. Science Education, 85 (3), 239-262.
    • (2001) Science Education , vol.85 , Issue.3 , pp. 239-262
    • Hayes, M.T.1    Deyhle, D.2
  • 206
    • 0001806918 scopus 로고    scopus 로고
    • School culture and performance: Testing the invariance of an organizational model
    • Heck, R.A. and Marcoulides, G.A. (1996). School culture and performance: testing the invariance of an organizational model. School Effectiveness and School Improvement, 7 (1), 76-106.
    • (1996) School Effectiveness and School Improvement , vol.7 , Issue.1 , pp. 76-106
    • Heck, R.A.1    Marcoulides, G.A.2
  • 208
    • 0000781798 scopus 로고
    • How hard is hard science, how soft is soft science? The empirical cumulativeness of research
    • Hedges, L.V. (1987). How hard is hard science, how soft is soft science? The empirical cumulativeness of research. American Psychologist, 42, 443-455.
    • (1987) American Psychologist , vol.42 , pp. 443-455
    • Hedges, L.V.1
  • 209
    • 84965851033 scopus 로고
    • Does money matter? A meta-analysis of studies of the effects of differential school inputs on student outcomes (an exchange: Part 1)
    • Hedges, L.V., Laine, R.D., and Greenwald, R. (1994). Does money matter? A meta-analysis of studies of the effects of differential school inputs on student outcomes (An exchange: Part 1). Educational Researcher, 23 (3), 5-14.
    • (1994) Educational Researcher , vol.23 , Issue.3 , pp. 5-14
    • Hedges, L.V.1    Laine, R.D.2    Greenwald, R.3
  • 219
    • 84973812516 scopus 로고
    • Organizational climate, school health, and effectiveness: A comparative analysis
    • Hoy, W.K., Tater, J.C., and Bliss, J.R. (1990). Organizational climate, school health, and effectiveness: a comparative analysis. Educational Administration Quarterly, 26 (3), 260-279.
    • (1990) Educational Administration Quarterly , vol.26 , Issue.3 , pp. 260-279
    • Hoy, W.K.1    Tater, J.C.2    Bliss, J.R.3
  • 223
    • 0002113970 scopus 로고
    • Multimethod factor analysis in the evaluation of convergent and discriminant validity
    • Jackson, D.N. (1969). Multimethod factor analysis in the evaluation of convergent and discriminant validity. Psychological Bulletin, 72, 30-49.
    • (1969) Psychological Bulletin , vol.72 , pp. 30-49
    • Jackson, D.N.1
  • 225
    • 0000508328 scopus 로고
    • Slant on slopes: Using multilevel models to investigate differential school effectiveness and its impact on pupils’ examination results
    • Jesson, D. and Gray, J. (1991). Slant on slopes: using multilevel models to investigate differential school effectiveness and its impact on pupils’ examination results. School Effectiveness and School Improvement, 2 (3), 230-247.
    • (1991) School Effectiveness and School Improvement , vol.2 , Issue.3 , pp. 230-247
    • Jesson, D.1    Gray, J.2
  • 226
    • 18844377504 scopus 로고    scopus 로고
    • An organizational analysis of multiple perspectives of effective teaching: Implications of teacher evaluation
    • Johnson, B. (1997). An organizational analysis of multiple perspectives of effective teaching: implications of teacher evaluation. Journal of Personnel Evaluation in Education, 11, 69-87.
    • (1997) Journal of Personnel Evaluation in Education , vol.11 , pp. 69-87
    • Johnson, B.1
  • 227
    • 0010920838 scopus 로고
    • Cooperative learning and classroom and school climate
    • B.J. Fraser and H.J. Walberg, Oxford: Pergamon Press
    • Johnson, D.W. and Johnson, R.T. (1993). Cooperative learning and classroom and school climate. In B.J. Fraser and H.J. Walberg (eds), Educational environments: evaluation, amendments and consequences (pp. 55-75). Oxford: Pergamon Press.
    • (1993) Educational Environments: Evaluation, Amendments and Consequences , pp. 55-75
    • Johnson, D.W.1    Johnson, R.T.2
  • 228
    • 0002071175 scopus 로고    scopus 로고
    • Toward a theoretical model of evaluation utilization
    • Johnson, R.B. (1998). Toward a theoretical model of evaluation utilization. Evaluation and Program Planning, 21 (1), 93-110.
    • (1998) Evaluation and Program Planning , vol.21 , Issue.1 , pp. 93-110
    • Johnson, R.B.1
  • 229
    • 84911546202 scopus 로고
    • Program improvement through school evaluation
    • Jordan, K.F. (1977). Program improvement through school evaluation. Educational Leadership, 34 (4), 272-275.
    • (1977) Educational Leadership , vol.34 , Issue.4 , pp. 272-275
    • Jordan, K.F.1
  • 230
    • 0002881808 scopus 로고
    • Individual variation in cognitive processes
    • P.A. Mussen (ed.), New York: Wiley
    • Kagan, J. and Kogan, N. (1970). Individual variation in cognitive processes. In P.A. Mussen (ed.), Carmichael’s manual of child psychology, vol. 1 (pp. 1273-1365). New York: Wiley.
    • (1970) Carmichael’s Manual of Child Psychology , vol.1 , pp. 1273-1365
    • Kagan, J.1    Kogan, N.2
  • 231
    • 0035561276 scopus 로고    scopus 로고
    • Current concerns in validity theory
    • Kane, M.T. (2001). Current concerns in validity theory. Journal of Educational Measurement, 38 (4), 319-342.
    • (2001) Journal of Educational Measurement , vol.38 , Issue.4 , pp. 319-342
    • Kane, M.T.1
  • 232
    • 0013580732 scopus 로고
    • Can preschool alone prevent early learning failure?
    • R.E. Slavin, N.L. Karweit, and B.A. Wasik, Boston, MA: Allyn & Bacon
    • Karweit, N.L. (1994). Can preschool alone prevent early learning failure? In R.E. Slavin, N.L. Karweit, and B.A. Wasik (eds), Preventing early school failure (pp. 58-78). Boston, MA: Allyn & Bacon.
    • (1994) Preventing Early School Failure , pp. 58-78
    • Karweit, N.L.1
  • 233
    • 0011658666 scopus 로고
    • Issues in managerial performance: Multitrait-multimethod analyses of ratings
    • Kavanaugh, M.J., MacKinney, A.C., and Wolins, L. (1971). Issues in managerial performance: multitrait-multimethod analyses of ratings. Psychological Bulletin, 75, 34-49.
    • (1971) Psychological Bulletin , vol.75 , pp. 34-49
    • Kavanaugh, M.J.1    MacKinney, A.C.2    Wolins, L.3
  • 235
    • 0000776117 scopus 로고
    • Analysis of the multitrait-multimethod matrix by confirmatory factor analysis
    • Kenny, D.A. and Kashy, D.A. (1992). Analysis of the multitrait-multimethod matrix by confirmatory factor analysis. Psychological Bulletin, 112 (1), 165-172.
    • (1992) Psychological Bulletin , vol.112 , Issue.1 , pp. 165-172
    • Kenny, D.A.1    Kashy, D.A.2
  • 236
    • 33645509100 scopus 로고    scopus 로고
    • Can we trust creativity tests? A review of the torrance tests of creative thinking (ttct)
    • Kim, K.H. (2006). Can we trust creativity tests? A review of the Torrance Tests of Creative Thinking (TTCT). Creativity Research Journal, 18 (1), 3-14.
    • (2006) Creativity Research Journal , vol.18 , Issue.1 , pp. 3-14
    • Kim, K.H.1
  • 238
    • 0015014417 scopus 로고
    • Extraversion, neuroticism and performance in a psychology examination
    • Kline, P. and Gale, A. (1977). Extraversion, neuroticism and performance in a psychology examination. British Journal of Educational Psychology, 41, 90-94.
    • (1977) British Journal of Educational Psychology , vol.41 , pp. 90-94
    • Kline, P.1    Gale, A.2
  • 240
  • 241
    • 0000013573 scopus 로고
    • Stylistic variation in childhood and adolescence: Creativity, metaphor, and cognitive style
    • P.H. Mussen (ed.), New York: Wiley
    • Kogan, N. (1983). Stylistic variation in childhood and adolescence: creativity, metaphor, and cognitive style. In P.H. Mussen (ed.), Handbook of child psychology, vol. 3 (pp. 630-706). New York: Wiley.
    • (1983) Handbook of Child Psychology , vol.3 , pp. 630-706
    • Kogan, N.1
  • 242
    • 0009257082 scopus 로고    scopus 로고
    • Personality development
    • A. Demetriou, W. Doise, and K.F.M. van Lieshout, London: Wiley
    • Kohnstamm, G.A. and Mervielde, I. (1998). Personality development. In A. Demetriou, W. Doise, and K.F.M. van Lieshout (eds), Life-span developmental psychology (pp. 399-445). London: Wiley.
    • (1998) Life-Span Developmental Psychology , pp. 399-445
    • Kohnstamm, G.A.1    Mervielde, I.2
  • 243
    • 0041109886 scopus 로고    scopus 로고
    • Evaluation of well-being in schools: A multilevel analysis of general subjective well-being
    • Konu, A., Lintonen, T.P., and Autio, V.J. (2002). Evaluation of well-being in schools: a multilevel analysis of general subjective well-being. School Effectiveness and School Improvement, 13 (2), 187-200.
    • (2002) School Effectiveness and School Improvement , vol.13 , Issue.2 , pp. 187-200
    • Konu, A.1    Lintonen, T.P.2    Autio, V.J.3
  • 244
    • 23744497632 scopus 로고    scopus 로고
    • The influence of teacher’s classroom management style on pupils’ self-regulative behavior
    • Kosir, K. (2005). The influence of teacher’s classroom management style on pupils’ self-regulative behavior. Studia Psychologica, 47 (2), 119-143.
    • (2005) Studia Psychologica , vol.47 , Issue.2 , pp. 119-143
    • Kosir, K.1
  • 245
    • 21144468422 scopus 로고
    • Application of cognitive, skill-based and affective theories of learning outcomes to new methods of training evaluation
    • Kraiger, K., Ford, J.K., and Salas, E. (1993). Application of cognitive, skill-based and affective theories of learning outcomes to new methods of training evaluation. Journal of Applied Psychology, 78 (2), 311-328.
    • (1993) Journal of Applied Psychology , vol.78 , Issue.2 , pp. 311-328
    • Kraiger, K.1    Ford, J.K.2    Salas, E.3
  • 246
    • 33744462058 scopus 로고    scopus 로고
    • Differential effects of two types of formative assessment in predicting performance of first-year medical students
    • Krasne, S., Wimmers, P.F., Relan, A., and Drake, T.A. (2006). Differential effects of two types of formative assessment in predicting performance of first-year medical students. Advances in Health Sciences Education, 11 (2), 155-171.
    • (2006) Advances in Health Sciences Education , vol.11 , Issue.2 , pp. 155-171
    • Krasne, S.1    Wimmers, P.F.2    Relan, A.3    Drake, T.A.4
  • 247
    • 0002570992 scopus 로고
    • A meta-analysis of the relationship between science instruction and student engagement
    • Kumar, D.D. (1991). A meta-analysis of the relationship between science instruction and student engagement. Educational Review, 43 (1), 49-61.
    • (1991) Educational Review , vol.43 , Issue.1 , pp. 49-61
    • Kumar, D.D.1
  • 248
    • 0040194593 scopus 로고    scopus 로고
    • Primary teachers’ perceptions of policy for curriculum reform in mathematics
    • Kyriakides, L. (1997). Primary teachers’ perceptions of policy for curriculum reform in Mathematics. Educational Research and Evaluation, 3, 214-242.
    • (1997) Educational Research and Evaluation , vol.3 , pp. 214-242
    • Kyriakides, L.1
  • 249
    • 0040789049 scopus 로고    scopus 로고
    • The management of curriculum improvement in cyprus: A critique of a ‘centre-periphery’ model in a centralised system
    • T. Townsend, P. Clarke, and M. Ainscow, Lisse: Swets & Zeitlinger
    • Kyriakides, L. (1999a). The management of curriculum improvement in Cyprus: a critique of a ‘centre-periphery’ model in a centralised system. In T. Townsend, P. Clarke, and M. Ainscow (eds), Third millennium schools: a world of difference in school effectiveness and school improvement (pp. 107-124). Lisse: Swets & Zeitlinger.
    • (1999) Third Millennium Schools: A World of Difference in School Effectiveness and School Improvement , pp. 107-124
    • Kyriakides, L.1
  • 251
    • 0036953655 scopus 로고    scopus 로고
    • A research-based model for the development of policy on baseline assessment
    • Kyriakides, L. (2002). A research-based model for the development of policy on baseline assessment. British Educational Research Journal, 28 (6), 805-826.
    • (2002) British Educational Research Journal , vol.28 , Issue.6 , pp. 805-826
    • Kyriakides, L.1
  • 252
    • 18844381275 scopus 로고    scopus 로고
    • Differential school effectiveness in relation to sex and social class: Some implications for policy evaluation
    • Kyriakides, L. (2004a). Differential school effectiveness in relation to sex and social class: some implications for policy evaluation. Educational Research and Evaluation, 10 (2), 141-161.
    • (2004) Educational Research and Evaluation , vol.10 , Issue.2 , pp. 141-161
    • Kyriakides, L.1
  • 253
    • 38749103996 scopus 로고    scopus 로고
    • Investigating validity from teachers’ perspective through their engagement in large-scale assessment: The emergent literacy baseline assessment project
    • Kyriakides, L. (2004b). Investigating validity from teachers’ perspective through their engagement in large-scale assessment: the Emergent Literacy Baseline Assessment project. Assessment in Education: Principles, Policy and Practice, 11 (2), 143-165.
    • (2004) Assessment in Education: Principles, Policy and Practice , vol.11 , Issue.2 , pp. 143-165
    • Kyriakides, L.1
  • 254
    • 33748531565 scopus 로고    scopus 로고
    • Extending the comprehensive model of educational effectiveness by an empirical investigation
    • Kyriakides, L. (2005a). Extending the comprehensive model of educational effectiveness by an empirical investigation. School Effectiveness and School Improvement, 16 (2), 103-152.
    • (2005) School Effectiveness and School Improvement , vol.16 , Issue.2 , pp. 103-152
    • Kyriakides, L.1
  • 255
    • 18844373038 scopus 로고    scopus 로고
    • Evaluating school policy on parents working with their children in class
    • Kyriakides, L. (2005b). Evaluating school policy on parents working with their children in class. Journal of Educational Research, 98 (5), 281-298.
    • (2005) Journal of Educational Research , vol.98 , Issue.5 , pp. 281-298
    • Kyriakides, L.1
  • 256
    • 33751536455 scopus 로고    scopus 로고
    • Introduction: International studies on educational effectiveness
    • Kyriakides, L. (2006a). Introduction: international studies on educational effectiveness. Educational Research and Evaluation, 12 (6), 489-497.
    • (2006) Educational Research and Evaluation , vol.12 , Issue.6 , pp. 489-497
    • Kyriakides, L.1
  • 257
    • 33751534933 scopus 로고    scopus 로고
    • Using international comparative studies to develop the theoretical framework of educational effectiveness research: A secondary analysis of timss 1999 data
    • Kyriakides, L. (2006b). Using international comparative studies to develop the theoretical framework of educational effectiveness research: a secondary analysis of TIMSS 1999 data. Educational Research and Evaluation, 12 (6), 513-534.
    • (2006) Educational Research and Evaluation , vol.12 , Issue.6 , pp. 513-534
    • Kyriakides, L.1
  • 258
    • 2442418275 scopus 로고    scopus 로고
    • Teacher evaluation in cyprus: Some conceptual and methodological issues arising from teacher and school effectiveness research
    • Kyriakides, L. and Campbell, R.J. (2003). Teacher evaluation in Cyprus: some conceptual and methodological issues arising from teacher and school effectiveness research. Journal of Personnel Evaluation in Education, 17 (1), 21-40.
    • (2003) Journal of Personnel Evaluation in Education , vol.17 , Issue.1 , pp. 21-40
    • Kyriakides, L.1    Campbell, R.J.2
  • 259
    • 2442588860 scopus 로고    scopus 로고
    • School self-evaluation and school improvement: A critique of values and procedures
    • Kyriakides, L. and Campbell, R.J. (2004). School self-evaluation and school improvement: a critique of values and procedures. Studies in Educational Evaluation, 30 (1), 23-36.
    • (2004) Studies in Educational Evaluation , vol.30 , Issue.1 , pp. 23-36
    • Kyriakides, L.1    Campbell, R.J.2
  • 260
    • 34547111671 scopus 로고    scopus 로고
    • Using educational effectiveness research to design international comparative studies: Turning limitations into new perspectives
    • Kyriakides, L. and Charalambous, C. (2005). Using educational effectiveness research to design international comparative studies: turning limitations into new perspectives. Research Papers in Education, 20 (4), 391-412.
    • (2005) Research Papers in Education , vol.20 , Issue.4 , pp. 391-412
    • Kyriakides, L.1    Charalambous, C.2
  • 261
    • 85145546509 scopus 로고    scopus 로고
    • Using different approaches to measure the school and teacher long-term effect: A longitudinal study on primary student achievement in mathematics
    • Fort Lauderdale, FL, January
    • Kyriakides, L. and Creemers, B.P.M. (2006a). Using different approaches to measure the school and teacher long-term effect: a longitudinal study on primary student achievement in mathematics. Paper presented at the Conference of ICSEI, Fort Lauderdale, FL, January.
    • (2006) Paper Presented at the Conference of ICSEI
    • Kyriakides, L.1    Creemers, B.P.M.2
  • 262
    • 84917162270 scopus 로고    scopus 로고
    • Using the dynamic model of educational effectiveness to introduce a policy promoting the provision of equal opportunities to students of different social groups
    • D.M. McInerney, S. Van Etten, and M. Dowson, Greenwich CT: Information Age Publishing
    • Kyriakides, L. and Creemers, B.P.M. (2006b). Using the dynamic model of educational effectiveness to introduce a policy promoting the provision of equal opportunities to students of different social groups. In D.M. McInerney, S. Van Etten, and M. Dowson (eds), Research on sociocultural influences on motivation and learning, vol. 6: Effective schooling. Greenwich CT: Information Age Publishing.
    • (2006) Research on Sociocultural Influences on Motivation and Learning
    • Kyriakides, L.1    Creemers, B.P.M.2
  • 267
    • 51849117863 scopus 로고    scopus 로고
    • Towards the development of generic and differentiated models of educational effectiveness: A study on school and teacher effectiveness in physical education
    • press
    • Kyriakides, L. and Tsangaridou, N. (in press). Towards the development of generic and differentiated models of educational effectiveness: a study on school and teacher effectiveness in physical education. British Journal of Educational Research.
    • British Journal of Educational Research
    • Kyriakides, L.1    Tsangaridou, N.2
  • 268
    • 0040516046 scopus 로고    scopus 로고
    • The significance of the classroom effect in primary schools: An application of creemers’ comprehensive model of educational effectiveness
    • Kyriakides, L., Campbell, R.J., and 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.
    • (2000) School Effectiveness and School Improvement , vol.11 , Issue.4 , pp. 501-529
    • Kyriakides, L.1    Campbell, R.J.2    Gagatsis, A.3
  • 269
    • 0039488292 scopus 로고    scopus 로고
    • Generating criteria for measuring teacher effectiveness through a self-evaluation approach: A complementary way of measuring teacher effectiveness
    • Kyriakides, L., Campbell, R.J., and Christofidou, E. (2002). Generating criteria for measuring teacher effectiveness through a self-evaluation approach: a complementary way of measuring teacher effectiveness. School Effectiveness and School Improvement, 13 (3), 291-325.
    • (2002) School Effectiveness and School Improvement , vol.13 , Issue.3 , pp. 291-325
    • Kyriakides, L.1    Campbell, R.J.2    Christofidou, E.3
  • 270
    • 32944477636 scopus 로고    scopus 로고
    • Illuminating reform evaluation studies through incorporating teacher effectiveness research: A case study in mathematics
    • Kyriakides, L., Charalambous, C., Philippou, G., and Campbell, R.J. (2006a). Illuminating reform evaluation studies through incorporating teacher effectiveness research: a case study in Mathematics. School Effectiveness and School Improvement, 17 (1), 3-32.
    • (2006) School Effectiveness and School Improvement , vol.17 , Issue.1 , pp. 3-32
    • Kyriakides, L.1    Charalambous, C.2    Philippou, G.3    Campbell, R.J.4
  • 271
    • 32944478123 scopus 로고    scopus 로고
    • Generating criteria for evaluating teachers through teacher effectiveness research
    • Kyriakides, L., Demetriou, D., and Charalambous, C. (2006b). Generating criteria for evaluating teachers through teacher effectiveness research. Educational Research, 48 (1), 1-20.
    • (2006) Educational Research , vol.48 , Issue.1 , pp. 1-20
    • Kyriakides, L.1    Demetriou, D.2    Charalambous, C.3
  • 273
    • 0030541766 scopus 로고    scopus 로고
    • Gender differences in mathematics participation in australian schools: Some relationships with social class and school policy
    • Lamb, S. (1996). Gender differences in mathematics participation in Australian schools: some relationships with social class and school policy. British Educational Research Journal, 22 (2), 223-240.
    • (1996) British Educational Research Journal , vol.22 , Issue.2 , pp. 223-240
    • Lamb, S.1
  • 275
    • 0342313511 scopus 로고    scopus 로고
    • Organization and efficiency of educational systems: Some empirical findings
    • Lassibille, G. and Gomez, L.N. (2000). Organization and efficiency of educational systems: some empirical findings. Comparative Education, 36 (1), 7-19.
    • (2000) Comparative Education , vol.36 , Issue.1 , pp. 7-19
    • Lassibille, G.1    Gomez, L.N.2
  • 276
    • 0010962431 scopus 로고
    • Introduction and integration of classroom routines by expert teachers
    • Leinhardt, G., Weidman, C., and Hammond, K.M. (1987). Introduction and integration of classroom routines by expert teachers. Curriculum Inquiry, 17 (2), 135-176.
    • (1987) Curriculum Inquiry , vol.17 , Issue.2 , pp. 135-176
    • Leinhardt, G.1    Weidman, C.2    Hammond, K.M.3
  • 277
    • 33745114685 scopus 로고    scopus 로고
    • Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices
    • Leithwood, K. and Jantzi, D. (2006). Transformational school leadership for large-scale reform: effects on students, teachers, and their classroom practices. School Effectiveness and School Improvement, 17, 201-227.
    • (2006) School Effectiveness and School Improvement , vol.17 , pp. 201-227
    • Leithwood, K.1    Jantzi, D.2
  • 278
    • 32944466494 scopus 로고    scopus 로고
    • When change becomes the name of the game: Mathematics teachers in transition to a new learning environment
    • L. Puig and A. Gutierrez, Valencia: University of Valencia
    • Levenberg, I. and Sfard, A. (1996). When change becomes the name of the game: mathematics teachers in transition to a new learning environment. In L. Puig and A. Gutierrez (eds), Proceedings of the 20th Conference of the International Group for the Psychology of Mathematics Education, vol. 3 (pp. 249-256). Valencia: University of Valencia.
    • (1996) Proceedings of the 20Th Conference of the International Group for the Psychology of Mathematics Education , vol.3 , pp. 249-256
    • Levenberg, I.1    Sfard, A.2
  • 280
    • 0031501793 scopus 로고    scopus 로고
    • Planned educational change in japan: The case of elementary science instruction
    • Lewis, C. and Tsuchida, I. (1997). Planned educational change in Japan: the case of elementary science instruction. Journal of Educational Policy, 12 (5), 313-331.
    • (1997) Journal of Educational Policy , vol.12 , Issue.5 , pp. 313-331
    • Lewis, C.1    Tsuchida, I.2
  • 282
    • 22044432138 scopus 로고    scopus 로고
    • Supporting innovation: The impact of a teacher’s conceptions of functions on his implementation of a reform curriculum
    • Lloyd, G.M. and Wilson, M. (1998). Supporting innovation: the impact of a teacher’s conceptions of functions on his implementation of a reform curriculum. Journal for Research in Mathematics Education, 29 (3), 248-274.
    • (1998) Journal for Research in Mathematics Education , vol.29 , Issue.3 , pp. 248-274
    • Lloyd, G.M.1    Wilson, M.2
  • 285
    • 0033442394 scopus 로고    scopus 로고
    • Dropping out of advanced mathematics: The effects of parental involvement
    • Ma, X. (1999). Dropping out of advanced mathematics: the effects of parental involvement. Teachers College Record, 101 (1), 60-81.
    • (1999) Teachers College Record , vol.101 , Issue.1 , pp. 60-81
    • Ma, X.1
  • 289
    • 32944477445 scopus 로고
    • Critical introduction from innovation to reform: A framework for analysing change
    • J. Rudduck (ed.), Milton Keynes: Open University Press
    • MacDonald, B. (1991). Critical introduction from innovation to reform: a framework for analysing change. In J. Rudduck (ed.), Innovation and change: developing involvement and understanding. Milton Keynes: Open University Press.
    • (1991) Innovation and Change: Developing Involvement and Understanding
    • MacDonald, B.1
  • 290
    • 21844525518 scopus 로고
    • Opportunity to learn as a research concept and policy instrument
    • McDonnell, L.M. (1995). Opportunity to learn as a research concept and policy instrument. Educational Evaluation and Policy Analysis, 17, 305-322.
    • (1995) Educational Evaluation and Policy Analysis , vol.17 , pp. 305-322
    • McDonnell, L.M.1
  • 291
    • 1542470707 scopus 로고
    • Evaluation for enhancing instruction: Linking teacher evaluation and staff development
    • S.J. Stanley and W.J. Popham, Alexandria, VA: Association for Supervision and Curriculum Development
    • McGreal, T.L. (1988). Evaluation for enhancing instruction: linking teacher evaluation and staff development. In S.J. Stanley and W.J. Popham (eds), Teacher evaluation: six prescriptions for success (pp. 1-29). Alexandria, VA: Association for Supervision and Curriculum Development.
    • (1988) Teacher Evaluation: Six Prescriptions for Success , pp. 1-29
    • McGreal, T.L.1
  • 293
    • 84917089539 scopus 로고
    • To audit and validate ‘high stakes’ testing programs
    • R.G. O’Sullivan (ed.), Greenwich, CT: JAI Press
    • Madaus, G. and Pullin, D. (1991). To audit and validate ‘high stakes’ testing programs. In R.G. O’Sullivan (ed.), Advances in program evaluation, vol. 1A: Effects of mandated assessment on teaching (pp. 139-158). Greenwich, CT: JAI Press.
    • (1991) Advances in Program Evaluation , pp. 139-158
    • Madaus, G.1    Pullin, D.2
  • 294
    • 21344476187 scopus 로고
    • Confirmatory factor analysis of multitrait-multimethod self-concept data: Between-group and within-group invariance constraints
    • Marsh, H.W. and Byrne, B.M. (1993). Confirmatory factor analysis of multitrait-multimethod self-concept data: between-group and within-group invariance constraints. Multivariate Behavioral Research, 28 (3), 313-349.
    • (1993) Multivariate Behavioral Research , vol.28 , Issue.3 , pp. 313-349
    • Marsh, H.W.1    Byrne, B.M.2
  • 295
    • 33750317961 scopus 로고
    • Application of confirmatory factor analysis to the study of self-concept: First- and higher-order factor models and their invariance across groups
    • Marsh, H.W. and Hocevar, D. (1985). Application of confirmatory factor analysis to the study of self-concept: first- and higher-order factor models and their invariance across groups. Psychological Bulletin, 97, 562-582.
    • (1985) Psychological Bulletin , vol.97 , pp. 562-582
    • Marsh, H.W.1    Hocevar, D.2
  • 296
    • 0001336767 scopus 로고
    • Determinants of student self-concept: Is it better to be a large fish in a small pond even if you don’t learn to swim as well?
    • Marsh, H.W. and Parker, J.W. (1984). Determinants of student self-concept: is it better to be a large fish in a small pond even if you don’t learn to swim as well? Journal of Personality and Social Psychology, 47 (1), 213-231.
    • (1984) Journal of Personality and Social Psychology , vol.47 , Issue.1 , pp. 213-231
    • Marsh, H.W.1    Parker, J.W.2
  • 298
    • 0003748403 scopus 로고    scopus 로고
    • Third international mathematics and science study
    • M.O. Martin and D.L. Kelly, Boston, MA: Boston College (IEA)
    • Martin, M.O. (1996). Third International Mathematics and Science Study. In M.O. Martin and D.L. Kelly (eds), TIMSS technical report, vol. 1 (pp. 1.1-1.19). Boston, MA: Boston College (IEA).
    • (1996) TIMSS Technical Report , vol.1 , pp. 1.1-1.19
    • Martin, M.O.1
  • 300
  • 303
    • 0017816556 scopus 로고
    • Theoretical risks and tabular asterisks: Sir karl, sir ronald and the slow progress of soft psychology
    • Meehl, P.E. (1978). Theoretical risks and tabular asterisks: Sir Karl, Sir Ronald and the slow progress of soft psychology. Journal of Applied Psychology, 46, 806-834.
    • (1978) Journal of Applied Psychology , vol.46 , pp. 806-834
    • Meehl, P.E.1
  • 304
    • 0030375651 scopus 로고    scopus 로고
    • Bridging cognition and personality in education: The role of style in performance and development
    • Messick, S. (1996). Bridging cognition and personality in education: the role of style in performance and development. European Journal of Personality, 10, 353-376.
    • (1996) European Journal of Personality , vol.10 , pp. 353-376
    • Messick, S.1
  • 305
    • 2442606949 scopus 로고    scopus 로고
    • Conditions of success of a school’s self-evaluation: Some lessons of a european experience
    • Meuret, D. and Morlaix, S. (2003). Conditions of success of a school’s self-evaluation: some lessons of a European experience. School Effectiveness and School Improvement, 14 (1), 53-71.
    • (2003) School Effectiveness and School Improvement , vol.14 , Issue.1 , pp. 53-71
    • Meuret, D.1    Morlaix, S.2
  • 308
    • 0004176941 scopus 로고
    • Nicosia: Ministry of Education
    • Ministry of Education (1994). The New Curriculum. Nicosia: Ministry of Education.
    • (1994) The New Curriculum
  • 310
    • 21144466281 scopus 로고
    • Education productivity research: An update and assessment of its role in education finance reform
    • Monk, D.H. (1992). Education productivity research: an update and assessment of its role in education finance reform. Educational Evaluation and Policy Analysis, 14 (4), 307-332.
    • (1992) Educational Evaluation and Policy Analysis , vol.14 , Issue.4 , pp. 307-332
    • Monk, D.H.1
  • 311
    • 38149148213 scopus 로고
    • Subject matter preparation of secondary mathematics and science teachers and student achievement
    • Monk, D.H. (1994). Subject matter preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review, 13 (2), 125-145.
    • (1994) Economics of Education Review , vol.13 , Issue.2 , pp. 125-145
    • Monk, D.H.1
  • 314
  • 316
    • 0009125148 scopus 로고    scopus 로고
    • Predictors of academic achievement and academic self-concept: A longitudinal perspective
    • Muijs, D. (1997). Predictors of academic achievement and academic self-concept: a longitudinal perspective. British Journal of Educational Psychology, 67, 263-277.
    • (1997) British Journal of Educational Psychology , vol.67 , pp. 263-277
    • Muijs, D.1
  • 317
    • 0039923159 scopus 로고    scopus 로고
    • School effectiveness and teacher effectiveness in mathematics: Some preliminary findings from the evaluation of the mathematics enhancement programme (primary)
    • Muijs, D. and Reynolds, D. (2000). School effectiveness and teacher effectiveness in mathematics: some preliminary findings from the evaluation of the Mathematics Enhancement Programme (Primary). School Effectiveness and School Improvement, 11 (3), 273-303.
    • (2000) School Effectiveness and School Improvement , vol.11 , Issue.3 , pp. 273-303
    • Muijs, D.1    Reynolds, D.2
  • 320
    • 0008989398 scopus 로고
    • Academic press: Translating high expectations into school policies and classroom practices
    • Murphy, J.F., Weil, M., Hallinger, P., and Mitman, A. (1982). Academic press: translating high expectations into school policies and classroom practices. Educational Leadership, 40 (3), 22-26.
    • (1982) Educational Leadership , vol.40 , Issue.3 , pp. 22-26
    • Murphy, J.F.1    Weil, M.2    Hallinger, P.3    Mitman, A.4
  • 321
    • 0033883514 scopus 로고    scopus 로고
    • Components of variance in a group-randomized trial analysed via a random-coefficients model: The rapid early action for coronary treatment (react) trial
    • Murray, D.M., Feldman, H.A., and McGovern, P.G. (2000). Components of variance in a group-randomized trial analysed via a random-coefficients model: the Rapid Early Action for Coronary Treatment (REACT) trial. Statistical Methods in Medical Research, 9 (2), 117-133.
    • (2000) Statistical Methods in Medical Research , vol.9 , Issue.2 , pp. 117-133
    • Murray, D.M.1    Feldman, H.A.2    McGovern, P.G.3
  • 323
    • 1342347466 scopus 로고    scopus 로고
    • Integrating the revised bloom’s taxonomy with multiple intelligence: A planning tool for curriculum differentiation
    • Noble, T. (2004). Integrating the revised Bloom’s taxonomy with multiple intelligence: a planning tool for curriculum differentiation. Teachers College Records, 106 (1), 193-211.
    • (2004) Teachers College Records , vol.106 , Issue.1 , pp. 193-211
    • Noble, T.1
  • 325
    • 4344659960 scopus 로고
    • Experimental studies of teaching behaviour
    • G. Chanan (ed.), London: National Foundation for Educational Research
    • Nuthall, G. and Church, J. (1973). Experimental studies of teaching behaviour. In G. Chanan (ed.), Towards a science of teaching (pp. 9-25). London: National Foundation for Educational Research.
    • (1973) Towards a Science of Teaching , pp. 9-25
    • Nuthall, G.1    Church, J.2
  • 327
    • 0007215359 scopus 로고
    • Tracking and ability grouping: A structural barrier to access and achievement
    • J.I. Goodlad and P. Keating, New York: College Entrance Examination Board
    • Oakes, J. and Lipton, M. (1990). Tracking and ability grouping: a structural barrier to access and achievement. In J.I. Goodlad and P. Keating (eds), Access to knowledge: an agenda for our nation’s schools (pp. 187-204). New York: College Entrance Examination Board.
    • (1990) Access to Knowledge: An Agenda for Our nation’s Schools , pp. 187-204
    • Oakes, J.1    Lipton, M.2
  • 328
    • 0001860847 scopus 로고    scopus 로고
    • Effects of schools, teaching staff and classes on achievement and well-being in secondary education: Similarities and differences between school outcomes
    • Opdenakker, M.C. and 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 (2), 65-196.
    • (2000) School Effectiveness and School Improvement , vol.11 , Issue.2 , pp. 65-196
    • Opdenakker, M.C.1    Van Damme, J.2
  • 329
    • 32944459926 scopus 로고    scopus 로고
    • Differences between secondary schools: A study about school context, group composition, school practice, and school effects with special attention to public and catholic schools and types of schools
    • Opdenakker, M.C. and Van Damme, J. (2006). Differences between secondary schools: a study about school context, group composition, school practice, and school effects with special attention to public and Catholic schools and types of schools. School Effectiveness and School Improvement, 17 (1), 87-117.
    • (2006) School Effectiveness and School Improvement , vol.17 , Issue.1 , pp. 87-117
    • Opdenakker, M.C.1    Van Damme, J.2
  • 330
    • 2142712511 scopus 로고
    • Morality in professional action: A discourse approach for teaching
    • F.K. Oser, A. Dick, and J.L. Patry, San Francisco: Jossey-Bass
    • Oser, F.K. (1992). Morality in professional action: a discourse approach for teaching. In F.K. Oser, A. Dick, and J.L. Patry (eds), Effective and Responsible Teaching: The New Synthesis (pp. 109-125). San Francisco: Jossey-Bass.
    • (1992) Effective and Responsible Teaching: The New Synthesis , pp. 109-125
    • Oser, F.K.1
  • 331
    • 84970296985 scopus 로고
    • Moral perspectives on teaching
    • L. Darling-Hammond (ed.), Washington, DC: American Educational Research Association
    • Oser, F.K. (1994). Moral perspectives on teaching. In L. Darling-Hammond (ed.), Review ofResearch in Education 20 (pp. 57-127). Washington, DC: American Educational Research Association.
    • (1994) Review Ofresearch in Education , vol.20 , pp. 57-127
    • Oser, F.K.1
  • 332
    • 0002442090 scopus 로고    scopus 로고
    • Current directions in self-efficacy research
    • M. Maehr and P.R. Pintrich, Greenwich, CT: JAI Press
    • Pajares, F. (1999). Current directions in self-efficacy research. In M. Maehr and P.R. Pintrich (eds), Advances in motivation and achievement (pp. 1-49). Greenwich, CT: JAI Press.
    • (1999) Advances in Motivation and Achievement , pp. 1-49
    • Pajares, F.1
  • 333
    • 21344490566 scopus 로고
    • Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis
    • Pajares, F. and Miller, M. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: a path analysis. Journal of Educational Psychology, 86 (2), 193-203.
    • (1994) Journal of Educational Psychology , vol.86 , Issue.2 , pp. 193-203
    • Pajares, F.1    Miller, M.2
  • 334
    • 2442494651 scopus 로고    scopus 로고
    • Self-beliefs and school success: Self-efficacy, selfconcept, and school achievement
    • R. Riding and S. Rayner, London: Ablex Publishing
    • Pajares, F. and Schunk, D.H. (2001). Self-beliefs and school success: self-efficacy, selfconcept, and school achievement (pp. 239-266). In R. Riding and S. Rayner (eds), Perception. London: Ablex Publishing.
    • (2001) Perception , pp. 239-266
    • Pajares, F.1    Schunk, D.H.2
  • 335
    • 0035615017 scopus 로고    scopus 로고
    • Classroom applications of research on self-regulated learning
    • Paris, S.G. and Paris, A.H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36 (2), 89-101.
    • (2001) Educational Psychologist , vol.36 , Issue.2 , pp. 89-101
    • Paris, S.G.1    Paris, A.H.2
  • 338
    • 84987167502 scopus 로고
    • Conceptual understanding and science learning: An interpretation of research within a source-of-knowledge framework
    • Pines, A.L. and West, L.H.T. (1986). Conceptual understanding and science learning: an interpretation of research within a source-of-knowledge framework. Science Education, 70 (5), 583-604.
    • (1986) Science Education , vol.70 , Issue.5 , pp. 583-604
    • Pines, A.L.1    West, L.H.T.2
  • 339
    • 0001111589 scopus 로고    scopus 로고
    • The role of motivation in promoting and sustaining self-regulated learning
    • Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.
    • (1999) International Journal of Educational Research , vol.31 , pp. 459-470
    • Pintrich, P.R.1
  • 340
    • 0011340949 scopus 로고    scopus 로고
    • Evaluating educational interventions using multilevel growth curves: The case of reading recovery
    • Plewis, I. (2000). Evaluating educational interventions using multilevel growth curves: the case of Reading Recovery. Educational Research and Evaluation, 6 (1), 83-101.
    • (2000) Educational Research and Evaluation , vol.6 , Issue.1 , pp. 83-101
    • Plewis, I.1
  • 341
    • 0034393366 scopus 로고    scopus 로고
    • Mathematics teaching life histories in the study of teachers’ perceptions of change
    • Polettini, A.F.F. (2000). Mathematics teaching life histories in the study of teachers’ perceptions of change. Teaching and Teacher Education, 16, 765-783.
    • (2000) Teaching and Teacher Education , vol.16 , pp. 765-783
    • Polettini, A.F.F.1
  • 344
    • 78651086070 scopus 로고    scopus 로고
    • Consequential validity: Right concern - wrong concept
    • Popham, W.L. (1997) Consequential validity: right concern - wrong concept. Educational Measurement: Issues and Practice, 16 (2), 9-13.
    • (1997) Educational Measurement: Issues and Practice , vol.16 , Issue.2 , pp. 9-13
    • Popham, W.L.1
  • 345
    • 38249024322 scopus 로고
    • Teaching for understanding: Three key attributes
    • Prawat, R.S. (1989a). Teaching for understanding: three key attributes. Teaching and Teacher Education, 5 (4), 315-328.
    • (1989) Teaching and Teacher Education , vol.5 , Issue.4 , pp. 315-328
    • Prawat, R.S.1
  • 346
    • 84948193511 scopus 로고
    • Promoting access to knowledge, strategy, and disposition in students: A research synthesis
    • Prawat, R.S. (1989b). Promoting access to knowledge, strategy, and disposition in students: a research synthesis. Review of Educational Research, 59, 1-41.
    • (1989) Review of Educational Research , vol.59 , pp. 1-41
    • Prawat, R.S.1
  • 347
    • 0345687177 scopus 로고    scopus 로고
    • An exploratory study of process use: Findings and implications for future research
    • Preskill, H., Zuckerman, B., and Matthews, B. (2003). An exploratory study of process use: findings and implications for future research. American Journal of Evaluation, 24 (4), 423-442.
    • (2003) American Journal of Evaluation , vol.24 , Issue.4 , pp. 423-442
    • Preskill, H.1    Zuckerman, B.2    Matthews, B.3
  • 349
    • 2642576898 scopus 로고    scopus 로고
    • Developing managers’ effectiveness: A model with potential
    • Ralph, E.G. (2004). Developing managers’ effectiveness: a model with potential. Journal of Management Inquiry, 13 (2), 152-163.
    • (2004) Journal of Management Inquiry , vol.13 , Issue.2 , pp. 152-163
    • Ralph, E.G.1
  • 350
    • 0010198490 scopus 로고
    • Science or reform: Some questions about the effective schools model
    • Ralph, J.H. and Fennessey, J. (1983). Science or reform: some questions about the effective schools model. Phi Delta Kappan, 64 (10), 689-694.
    • (1983) Phi Delta Kappan , vol.64 , Issue.10 , pp. 689-694
    • Ralph, J.H.1    Fennessey, J.2
  • 352
    • 0002285113 scopus 로고
    • Random effects models
    • H. Cooper and L.V. Hedges, New York: Russell Sage
    • Raudenbush, S.W. (1994). Random effects models. In H. Cooper and L.V. Hedges (eds), The handbook of research synthesis (pp. 301-323). New York: Russell Sage.
    • (1994) The Handbook of Research Synthesis , pp. 301-323
    • Raudenbush, S.W.1
  • 354
    • 84936526615 scopus 로고
    • A hierarchical model for studying school effects
    • Raudenbush, S.W. and Bryk, A.S. (1986). A hierarchical model for studying school effects. Sociology of Education, 59, 1-17.
    • (1986) Sociology of Education , vol.59 , pp. 1-17
    • Raudenbush, S.W.1    Bryk, A.S.2
  • 355
    • 3543056841 scopus 로고
    • The wider goals of education: Beyond the three r’s
    • Raven, J. (1991). The wider goals of education: beyond the three R’s. Educational Forum, 55 (4), 343-363.
    • (1991) Educational Forum , vol.55 , Issue.4 , pp. 343-363
    • Raven, J.1
  • 356
    • 84965395327 scopus 로고
    • A meta-analysis of experimental research on teacher questioning behavior
    • Redfield, D. and Rousseau, E. (1981). A meta-analysis of experimental research on teacher questioning behavior. Review of Educational Research, 51, 237-245.
    • (1981) Review of Educational Research , vol.51 , pp. 237-245
    • Redfield, D.1    Rousseau, E.2
  • 359
    • 22544439243 scopus 로고    scopus 로고
    • Teacher evaluation in the netherlands and its relation to educational effectiveness research
    • Reezigt, G.J., Creemers, B.P.M., and de Jong, R. (2003). Teacher evaluation in the Netherlands and its relation to educational effectiveness research. Journal of Personnel Evaluation in Education, 17 (1), 67-81.
    • (2003) Journal of Personnel Evaluation in Education , vol.17 , Issue.1 , pp. 67-81
    • Reezigt, G.J.1    Creemers, B.P.M.2    De Jong, R.3
  • 361
    • 0033646769 scopus 로고    scopus 로고
    • Success and failure in school mathematics: Effects of instruction and school environment
    • Reusser, K. (2000). Success and failure in school mathematics: effects of instruction and school environment. European Child and Adolescent Psychology, 9, 17-26.
    • (2000) European Child and Adolescent Psychology , vol.9 , pp. 17-26
    • Reusser, K.1
  • 363
    • 29244477372 scopus 로고
    • Linking school effectiveness knowledge and school improvement practice
    • C. Dimmock (ed.), London: Routledge
    • Reynolds, D. (1993). Linking school effectiveness knowledge and school improvement practice. In C. Dimmock (ed.), School-based management and school effectiveness (pp. 185-200). London: Routledge.
    • (1993) School-Based Management and School Effectiveness , pp. 185-200
    • Reynolds, D.1
  • 364
    • 0142154382 scopus 로고    scopus 로고
    • School effectiveness: The international dimension
    • C. Teddlie and D. Reynolds, London: Falmer Press
    • Reynolds, D. (2000). School effectiveness: the international dimension. In C. Teddlie and D. Reynolds (eds), The International Handbook of School Effectiveness Research (pp. 232-256). London: Falmer Press.
    • (2000) The International Handbook of School Effectiveness Research , pp. 232-256
    • Reynolds, D.1
  • 365
    • 33751518415 scopus 로고    scopus 로고
    • World class schools: Some methodological and substantive findings and implications of the international school effectiveness research project (iserp)
    • Reynolds, D. (2006). World class schools: some methodological and substantive findings and implications of the International School Effectiveness Research Project (ISERP). Educational Research and Evaluation, 12 (6), 535-560.
    • (2006) Educational Research and Evaluation , vol.12 , Issue.6 , pp. 535-560
    • Reynolds, D.1
  • 367
    • 1542706173 scopus 로고    scopus 로고
    • Merging school effectiveness and school improvement: The knowledge base
    • D. Reynolds, R. Bollen, B. Creemers, D. Hopkins, L. Stoll, and, London: Routledge
    • Reynolds, D. and Stoll, L. (1996). Merging school effectiveness and school improvement: the knowledge base. In D. Reynolds, R. Bollen, B. Creemers, D. Hopkins, L. Stoll, and N. Lagerweij (eds), Making good schools: linking school effectiveness and school improvement (pp. 94-112). London: Routledge.
    • (1996) Making Good Schools: Linking School Effectiveness and School Improvement , pp. 94-112
    • Reynolds, D.1    Stoll, L.2    Lagerweij, N.3
  • 368
    • 0001783837 scopus 로고
    • Linking school effectiveness knowledge and school improvement practice: Towards a synergy
    • Reynolds, D., Hopkins, D., and Stoll, L. (1993). Linking school effectiveness knowledge and school improvement practice: towards a synergy. School Effectiveness and School Improvement, 4, 37-58.
    • (1993) School Effectiveness and School Improvement , vol.4 , pp. 37-58
    • Reynolds, D.1    Hopkins, D.2    Stoll, L.3
  • 371
    • 84958356653 scopus 로고
    • Cognitive styles: An overview and integration
    • Riding, R. and Cheema, I. (1991). Cognitive styles: an overview and integration. Educational Psychology, 11, 193-215.
    • (1991) Educational Psychology , vol.11 , pp. 193-215
    • Riding, R.1    Cheema, I.2
  • 374
    • 0040830075 scopus 로고
    • Understanding correlates of change by modeling individual differences in growth
    • Rogosa, D.R. and Willett, J.B. (1985). Understanding correlates of change by modeling individual differences in growth. Psychometrika, 90, 726-748.
    • (1985) Psychometrika , vol.90 , pp. 726-748
    • Rogosa, D.R.1    Willett, J.B.2
  • 375
    • 58149406825 scopus 로고
    • A growth curve approach to the measurement of change
    • Rogosa, D.R., Brand, D., and Zimowski, M. (1982). A growth curve approach to the measurement of change. Psychological Bulletin, 90, 726-748.
    • (1982) Psychological Bulletin , vol.90 , pp. 726-748
    • Rogosa, D.R.1    Brand, D.2    Zimowski, M.3
  • 376
  • 377
    • 25144471637 scopus 로고    scopus 로고
    • Concept mapping as a technique for program theory development: An illustration using family support programs
    • Rosas, S.R. (2005). Concept mapping as a technique for program theory development: an illustration using family support programs. American Journal of Evaluation, 26 (3), 389-401.
    • (2005) American Journal of Evaluation , vol.26 , Issue.3 , pp. 389-401
    • Rosas, S.R.1
  • 379
    • 84912809279 scopus 로고
    • Teaching behaviors related to pupil achievement: A review of research
    • I. Westbury and A.A. Bellack, New York: Teachers College Press
    • Rosenshine, B. (1971). Teaching behaviors related to pupil achievement: a review of research. In I. Westbury and A.A. Bellack (eds), Research into classroom processes: recent developments and next steps (pp. 51-98). New York: Teachers College Press.
    • (1971) Research into Classroom Processes: Recent Developments and Next Steps , pp. 51-98
    • Rosenshine, B.1
  • 381
    • 0000779573 scopus 로고
    • Teaching functions in instructional programs
    • Rosenshine, B. (1983). Teaching functions in instructional programs. Elementary School Journal, 83 (4), 335-351.
    • (1983) Elementary School Journal , vol.83 , Issue.4 , pp. 335-351
    • Rosenshine, B.1
  • 382
    • 0009275285 scopus 로고
    • The use of direct observation to study teaching
    • R.M.W. Travers (ed.), Chicago, IL: Rand McNally
    • Rosenshine, B. and Furst, N. (1973). The use of direct observation to study teaching. In R.M.W. Travers (ed.), Second Handbook of Research on Teaching. Chicago, IL: Rand McNally.
    • (1973) Second Handbook of Research on Teaching
    • Rosenshine, B.1    Furst, N.2
  • 383
    • 0003168434 scopus 로고
    • Teaching functions
    • M.C. Wittrock (ed.), 3rd edn, New York: Macmillan
    • Rosenshine, B. and Stevens, R. (1986). Teaching functions. In M.C. Wittrock (ed.), Handbook of Research on Teaching (3rd edn, pp. 376-391). New York: Macmillan.
    • (1986) Handbook of Research on Teaching , pp. 376-391
    • Rosenshine, B.1    Stevens, R.2
  • 384
    • 0001147113 scopus 로고
    • Parametric measures of effect size
    • H. Cooper and L.V. Hedges, New York: Russell Sage
    • Rosenthal, R. (1994). Parametric measures of effect size. In H. Cooper and L.V. Hedges (eds), The Handbook of Research Synthesis (pp. 231-245). New York: Russell Sage.
    • (1994) The Handbook of Research Synthesis , pp. 231-245
    • Rosenthal, R.1
  • 385
    • 84970366862 scopus 로고
    • Research on effective schools: A cautionary note
    • Rowan, B., Bossert, S.T., and Dwyer, D.C. (1983). Research on effective schools: a cautionary note. Educational Researcher, 12 (4), 24-31.
    • (1983) Educational Researcher , vol.12 , Issue.4 , pp. 24-31
    • Rowan, B.1    Bossert, S.T.2    Dwyer, D.C.3
  • 387
    • 84990416869 scopus 로고
    • Differential school effectiveness: Results from a reanalysis of the inner london education authority’s junior school project data
    • Sammons, P., Nuttall, D., and Cuttance, P. (1993). Differential school effectiveness: results from a reanalysis of the Inner London Education Authority’s Junior School Project data. British Educational Research Journal, 19 (4), 381-405.
    • (1993) British Educational Research Journal , vol.19 , Issue.4 , pp. 381-405
    • Sammons, P.1    Nuttall, D.2    Cuttance, P.3
  • 389
    • 0002257545 scopus 로고
    • Problem based learning: An instructional model and its constructivist framework
    • Savery, J.R. and Duffy, T. M. (1995). Problem based learning: an instructional model and its constructivist framework. Educational Technology, 35 (5), 31-38.
    • (1995) Educational Technology , vol.35 , Issue.5 , pp. 31-38
    • Savery, J.R.1    Duffy, T.M.2
  • 391
    • 0012553647 scopus 로고
    • The contributions of classroom observations to school effectiveness research
    • D. Reynolds, B.P.M. Creemers, P.S. Nesselrodt, E.C. Schaffer, S. Stringfield, and C. Teddlie, Oxford: Pergamon Press
    • Schaffer, E., Nesselrodt, P., and Stringfield, S. (1994). The contributions of classroom observations to school effectiveness research. In D. Reynolds, B.P.M. Creemers, P.S. Nesselrodt, E.C. Schaffer, S. Stringfield, and C. Teddlie (eds) Advances in school effectiveness research and practice (pp. 133-152). Oxford: Pergamon Press.
    • (1994) Advances in School Effectiveness Research and Practice , pp. 133-152
    • Schaffer, E.1    Nesselrodt, P.2    Stringfield, S.3
  • 393
    • 0011325284 scopus 로고
    • Basic school effectiveness research: Items for a research agenda
    • Scheerens, J. (1993). Basic school effectiveness research: items for a research agenda. School Effectiveness and School Improvement, 4 (1), 17-36.
    • (1993) School Effectiveness and School Improvement , vol.4 , Issue.1 , pp. 17-36
    • Scheerens, J.1
  • 396
    • 29244453279 scopus 로고    scopus 로고
    • The theoretical basis of the effective school improvement model (Esi)
    • Scheerens, J. and Demeuse, M. (2005). The theoretical basis of the effective school improvement model (ESI). School Effectiveness and School Improvement, 16 (4), 373-385.
    • (2005) School Effectiveness and School Improvement , vol.16 , Issue.4 , pp. 373-385
    • Scheerens, J.1    Demeuse, M.2
  • 398
    • 0000060909 scopus 로고
    • Development of a general solution to the problem of validity generalization
    • Schmidt, F.L. and Hunter, J.E. (1977). Development of a general solution to the problem of validity generalization. Journal of Applied Psychology, 62, 529-540.
    • (1977) Journal of Applied Psychology , vol.62 , pp. 529-540
    • Schmidt, F.L.1    Hunter, J.E.2
  • 402
    • 84970235418 scopus 로고
    • Methodology review: Analysis of multitrait-multimethod matrices
    • Schmitt, N. and Stults, D.M. (1986). Methodology review: analysis of multitrait-multimethod matrices. Applied Psychological Measurement, 10, 1-22.
    • (1986) Applied Psychological Measurement , vol.10 , pp. 1-22
    • Schmitt, N.1    Stults, D.M.2
  • 403
    • 0002146872 scopus 로고
    • The school organization
    • J.H. McMillan (ed.), New York: Academic Press
    • Schmuck, R.A. (1980). The school organization. In J.H. McMillan (ed.), The social psychology of school learning. New York: Academic Press.
    • (1980) The Social Psychology of School Learning
    • Schmuck, R.A.1
  • 405
    • 84884683162 scopus 로고
    • Self-efficacy and academic motivation
    • Schunk, D.H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26 (3), 207-231.
    • (1991) Educational Psychologist , vol.26 , Issue.3 , pp. 207-231
    • Schunk, D.H.1
  • 410
    • 0346107612 scopus 로고    scopus 로고
    • Challenges in evaluating school-linked services: Toward a more comprehensive evaluation framework
    • Shaw, K.M. and Replogle, E. (1996). Challenges in evaluating school-linked services: toward a more comprehensive evaluation framework. Evaluation Review, 20 (4), 424-469.
    • (1996) Evaluation Review , vol.20 , Issue.4 , pp. 424-469
    • Shaw, K.M.1    Replogle, E.2
  • 411
    • 0002926591 scopus 로고
    • Why we need better assessment
    • Shepard, L.A. (1989). Why we need better assessment. Educational Leadership, 46 (2), 4-8.
    • (1989) Educational Leadership , vol.46 , Issue.2 , pp. 4-8
    • Shepard, L.A.1
  • 412
    • 38749119128 scopus 로고
    • Ethnography and educational policy-making
    • R.G. Burgess (ed.), London: Falmer Press
    • Shipman, M.D. (1985). Ethnography and educational policy-making. In R.G. Burgess (ed.), Field methods in the study of education. London: Falmer Press.
    • (1985) Field Methods in the Study of Education
    • Shipman, M.D.1
  • 413
    • 84987027611 scopus 로고
    • Adolescent personality and school performance: A follow-up study
    • Shuerger, J.M. and Kuma, D.L. (1987). Adolescent personality and school performance: a follow-up study. Psychology in the Schools, 24, 281-285.
    • (1987) Psychology in the Schools , vol.24 , pp. 281-285
    • Shuerger, J.M.1    Kuma, D.L.2
  • 416
    • 0031286187 scopus 로고    scopus 로고
    • Research on teaching in physical education: An analysis of published research
    • Silverman, S. and Skonie, R. (1997). Research on teaching in physical education: an analysis of published research. Journal of Teaching in Physical Education, 16, 300-311.
    • (1997) Journal of Teaching in Physical Education , vol.16 , pp. 300-311
    • Silverman, S.1    Skonie, R.2
  • 417
    • 84917056294 scopus 로고    scopus 로고
    • Evaluation and the reform of schools
    • Report of the Education Research Workshop held in North Berwick, UK, 22-25 November, Amsterdam and Lisse: Swets & Zeitlinger
    • Simons, H. (1998). Evaluation and the reform of schools. In The evaluation of educational programmes: methods, uses and benefits. Report of the Education Research Workshop held in North Berwick, UK, 22-25 November (pp. 46-64). Amsterdam and Lisse: Swets & Zeitlinger.
    • (1998) The Evaluation of Educational Programmes: Methods, Uses and Benefits , pp. 46-64
    • Simons, H.1
  • 418
    • 0009966510 scopus 로고    scopus 로고
    • New learning: Three ways to learn in a new balance
    • R.J. Simons, J. van der Linden, and T. Duffy, Dordrecht: Kluwer Academic
    • Simons, R.J., van der Linden, J., and Duffy, T. (2000). New learning: three ways to learn in a new balance. In R.J. Simons, J. van der Linden, and T. Duffy (eds), New learning (pp. 1-20). Dordrecht: Kluwer Academic.
    • (2000) New Learning , pp. 1-20
    • Simons, R.J.1    Van Der Linden, J.2    Duffy, T.3
  • 419
    • 26644438575 scopus 로고    scopus 로고
    • Socioeconomic status and academic achievement: A meta-analytic review of research
    • Sirin, S.R. (2005). Socioeconomic status and academic achievement: a meta-analytic review of research. Review of Educational Research, 75 (3), 417-453.
    • (2005) Review of Educational Research , vol.75 , Issue.3 , pp. 417-453
    • Sirin, S.R.1
  • 421
    • 0000258197 scopus 로고
    • When does cooperative learning increase student achievement?
    • Slavin, R.E. (1983). When does cooperative learning increase student achievement? Psychological Bulletin, 94 (3), 429-445.
    • (1983) Psychological Bulletin , vol.94 , Issue.3 , pp. 429-445
    • Slavin, R.E.1
  • 422
    • 84973795616 scopus 로고
    • Best-evidence synthesis: An alternative to meta-analytic and traditional reviews
    • Slavin, R.E. (1986). Best-evidence synthesis: an alternative to meta-analytic and traditional reviews. Educational Researcher, 15 (9), 5-11.
    • (1986) Educational Researcher , vol.15 , Issue.9 , pp. 5-11
    • Slavin, R.E.1
  • 423
    • 0002184755 scopus 로고
    • A theory of school and classroom organization
    • Slavin, R.E. (1987a). A theory of school and classroom organization. Educational Psychologist, 22 (2), 89-108.
    • (1987) Educational Psychologist , vol.22 , Issue.2 , pp. 89-108
    • Slavin, R.E.1
  • 424
    • 84970673980 scopus 로고
    • Mastery learning reconsidered
    • Slavin, R.E. (1987b). Mastery learning reconsidered. Review of Educational Research, 57 (2), 175-213.
    • (1987) Review of Educational Research , vol.57 , Issue.2 , pp. 175-213
    • Slavin, R.E.1
  • 425
    • 84970695591 scopus 로고
    • Ability grouping and student achievement in elementary schools: A best-evidence synthesis
    • Slavin, R.E. (1987c). Ability grouping and student achievement in elementary schools: a best-evidence synthesis. Review of Educational Research, 57, 293-326.
    • (1987) Review of Educational Research , vol.57 , pp. 293-326
    • Slavin, R.E.1
  • 427
    • 84993812255 scopus 로고    scopus 로고
    • Evidence-based education policies: Transforming educational practice and research
    • Slavin, R.E. (2002). Evidence-based education policies: transforming educational practice and research. Educational Researcher, 31 (7), 15-21.
    • (2002) Educational Researcher , vol.31 , Issue.7 , pp. 15-21
    • Slavin, R.E.1
  • 428
    • 0011212608 scopus 로고    scopus 로고
    • Improving intergroup relations: Lessons learned from cooperative learning programs
    • Slavin, R.E. and Cooper, R. (1999). Improving intergroup relations: lessons learned from cooperative learning programs. Journal of Social Issues, 55 (4), 647-663.
    • (1999) Journal of Social Issues , vol.55 , Issue.4 , pp. 647-663
    • Slavin, R.E.1    Cooper, R.2
  • 430
    • 70350386879 scopus 로고
    • The effects on student achievement and student perception of varying structure in social studies content
    • Smith, L. and Sanders, K. (1981). The effects on student achievement and student perception of varying structure in social studies content. Journal of Educational Research, 74, 333-336.
    • (1981) Journal of Educational Research , vol.74 , pp. 333-336
    • Smith, L.1    Sanders, K.2
  • 432
    • 0010082370 scopus 로고
    • Theory construction for research on teaching
    • R.M.W. Travers (ed.), Chicago: Rand McNally
    • Snow, R.E. (1973). Theory construction for research on teaching. In R.M.W. Travers (ed.) Second Handbook of Research on Teaching (pp. 77-112). Chicago: Rand McNally.
    • (1973) Second Handbook of Research on Teaching , pp. 77-112
    • Snow, R.E.1
  • 433
    • 0002502443 scopus 로고
    • Curriculum implementation
    • P.W. Jackson (ed.), New York: Macmillan
    • Snyder, J., Bolin, F., and Zumwalt, K. (1992). Curriculum implementation. In P.W. Jackson (ed.), Handbook of Research on Curriculum (pp. 402-435). New York: Macmillan.
    • (1992) Handbook of Research on Curriculum , pp. 402-435
    • Snyder, J.1    Bolin, F.2    Zumwalt, K.3
  • 437
    • 18844406291 scopus 로고    scopus 로고
    • Monetary incentives in support of academic achievement: Results of a randomized field trial involving high-achieving, low-resource, ethnically diverse urban adolescents
    • Spencer, M.B., Noll, E., and Cassidy, E. (2000). Monetary incentives in support of academic achievement: results of a randomized field trial involving high-achieving, low-resource, ethnically diverse urban adolescents. Evaluation Review, 29 (3), 199-222.
    • (2000) Evaluation Review , vol.29 , Issue.3 , pp. 199-222
    • Spencer, M.B.1    Noll, E.2    Cassidy, E.3
  • 441
    • 84940819624 scopus 로고
    • Mental self-government: A theory of intellectual styles and their development
    • Sternberg, R.J. (1988). Mental self-government: a theory of intellectual styles and their development. Human Development, 31, 197-224.
    • (1988) Human Development , vol.31 , pp. 197-224
    • Sternberg, R.J.1
  • 442
    • 0011286560 scopus 로고
    • Allowing for thinking styles
    • Sternberg, R.J. (1994). Allowing for thinking styles. Educational Leadership, 52 (3), 36-39.
    • (1994) Educational Leadership , vol.52 , Issue.3 , pp. 36-39
    • Sternberg, R.J.1
  • 443
    • 0001930616 scopus 로고
    • Learning from asian schools
    • December
    • Stevenson, H. (1992). Learning from Asian schools. Scientific American, December, 32-38.
    • (1992) Scientific American , pp. 32-38
    • Stevenson, H.1
  • 444
    • 0027339138 scopus 로고
    • Mathematics achievement of chinese, japanese and american children: Ten years later
    • Stevenson, H.W., Chen, C., and Lee, S.Y. (1993). Mathematics achievement of Chinese, Japanese and American children: ten years later. Science, 259, 53-58.
    • (1993) Science , vol.259 , pp. 53-58
    • Stevenson, H.W.1    Chen, C.2    Lee, S.Y.3
  • 445
    • 1542706173 scopus 로고    scopus 로고
    • Merging school effectiveness and school improvement: Practical examples
    • D. Reynolds, R. Bollen, B. Creemers, D. Hopkins, L. Stoll, and N. Lagerweij, London and New York: Routledge
    • Stoll, L., Reynolds, D., Creemers, B., and Hopkins, D. (1996). Merging school effectiveness and school improvement: practical examples. In D. Reynolds, R. Bollen, B. Creemers, D. Hopkins, L. Stoll, and N. Lagerweij (eds), Making good schools (pp. 113-147). London and New York: Routledge.
    • (1996) Making Good Schools , pp. 113-147
    • Stoll, L.1    Reynolds, D.2    Creemers, B.3    Hopkins, D.4
  • 446
    • 0005597718 scopus 로고
    • A model of elementary school effects
    • D. Reynolds, B.P.M. Creemers, P.S. Nesselrodt, E.C. Schaffer, S. Stringfield, and C. Teddlie, Oxford: Pergamon Press
    • Stringfield, S. (1994). A model of elementary school effects. In D. Reynolds, B.P.M. Creemers, P.S. Nesselrodt, E.C. Schaffer, S. Stringfield, and C. Teddlie (eds), Advances in School Effectiveness Research and Practice (pp. 153-187). Oxford: Pergamon Press.
    • (1994) Advances in School Effectiveness Research and Practice , pp. 153-187
    • Stringfield, S.1
  • 447
    • 84972959778 scopus 로고
    • Attempting to enhance students’ learning through innovative programs: The case for schools evolving into high reliability organizations
    • Stringfield, S. (1995). Attempting to enhance students’ learning through innovative programs: the case for schools evolving into high reliability organizations. School Effectiveness and School Improvement, 6 (1), 67-96.
    • (1995) School Effectiveness and School Improvement , vol.6 , Issue.1 , pp. 67-96
    • Stringfield, S.1
  • 448
    • 0001881235 scopus 로고
    • A hierarchical longitudinal model for elementary school effects
    • B.P.M. Creemers and G.J. Reezigt, Groningen: ICO
    • Stringfield, S.C. and Slavin, R.E. (1992). A hierarchical longitudinal model for elementary school effects. In B.P.M. Creemers and G.J. Reezigt (eds), Evaluation of educational effectiveness (pp. 35-69). Groningen: ICO.
    • (1992) Evaluation of Educational Effectiveness , pp. 35-69
    • Stringfield, S.C.1    Slavin, R.E.2
  • 449
    • 32944475233 scopus 로고
    • Balancing individual and institutional goals in educational personnel evaluation: A conceptual framework
    • Stronge, J.H. (1995). Balancing individual and institutional goals in educational personnel evaluation: a conceptual framework. Studies in Educational Evaluation, 21, 131-151.
    • (1995) Studies in Educational Evaluation , vol.21 , pp. 131-151
    • Stronge, J.H.1
  • 450
    • 2342645777 scopus 로고    scopus 로고
    • Improving schools through teacher evaluation
    • J.H. Stronge (ed.), Thousand Oaks, CA: Corwin Press
    • Stronge, J.H. (1997). Improving schools through teacher evaluation. In J.H. Stronge (ed.), Evaluating teaching: a guide to current thinking and practice (pp. 1-23). Thousand Oaks, CA: Corwin Press.
    • (1997) Evaluating Teaching: A Guide to Current Thinking and Practice , pp. 1-23
    • Stronge, J.H.1
  • 452
    • 17244369330 scopus 로고    scopus 로고
    • Adapting reform ideas in different mathematics classrooms: Beliefs beyond mathematics
    • Sztajn, P. (2003). Adapting reform ideas in different mathematics classrooms: beliefs beyond mathematics. Journal of Mathematics Teacher Education, 6, 53-75.
    • (2003) Journal of Mathematics Teacher Education , vol.6 , pp. 53-75
    • Sztajn, P.1
  • 454
    • 0000693385 scopus 로고    scopus 로고
    • Religion and the five factor model of personality: An exploratory investigation using a canadian university sample
    • Taylor, A. and MacDonald, D. (1999). Religion and the five factor model of personality: an exploratory investigation using a Canadian university sample. Personality and Individual Differences, 27, 1243-1259.
    • (1999) Personality and Individual Differences , vol.27 , pp. 1243-1259
    • Taylor, A.1    MacDonald, D.2
  • 455
    • 0040789047 scopus 로고
    • The integration of classroom and school process data in school effectiveness research
    • D. Reynolds, B.P.M. Creemers, P.S. Nesselrodt, E.C. Schaffer, S. Stringfield, and C. Teddlie, Oxford: Pergamon Press
    • Teddlie, C. (1994). The integration of classroom and school process data in school effectiveness research. In D. Reynolds, B.P.M. Creemers, P.S. Nesselrodt, E.C. Schaffer, S. Stringfield, and C. Teddlie (eds), Advances in school effectiveness research and practice (pp. 111-133). Oxford: Pergamon Press.
    • (1994) Advances in School Effectiveness Research and Practice , pp. 111-133
    • Teddlie, C.1
  • 458
    • 0010466071 scopus 로고    scopus 로고
    • The methodology and scientific properties of school effectiveness research
    • C. Teddlie and D. Reynolds, London: Falmer Press
    • Teddlie, C., Reynolds, D., and Sammons, P. (2000). The methodology and scientific properties of school effectiveness research. In C. Teddlie and D. Reynolds (eds), The International Handbook of School Effectiveness Research (pp. 55-133). London: Falmer Press.
    • (2000) The International Handbook of School Effectiveness Research , pp. 55-133
    • Teddlie, C.1    Reynolds, D.2    Sammons, P.3
  • 459
    • 11844284489 scopus 로고    scopus 로고
    • International comparisons of the relations among educational effectiveness and improvement variables: An overview
    • Teddlie, C., Stringfield, S., and Burdett, J. (2003). International comparisons of the relations among educational effectiveness and improvement variables: an overview. Journal of Personnel Evaluation in Education, 17 (1), 5-19.
    • (2003) Journal of Personnel Evaluation in Education , vol.17 , Issue.1 , pp. 5-19
    • Teddlie, C.1    Stringfield, S.2    Burdett, J.3
  • 460
    • 33751505527 scopus 로고    scopus 로고
    • The international system for teacher observation and feedback: Evolution of an international study of teacher effectiveness constructs
    • Teddlie, C., Creemers, B.P.M., Kyriakides, L., Muijs, D., and Fen, Y. (2006). The International System for Teacher Observation and Feedback: evolution of an international study of teacher effectiveness constructs. Educational Research and Evaluation, 12 (6), 561-582.
    • (2006) Educational Research and Evaluation , vol.12 , Issue.6 , pp. 561-582
    • Teddlie, C.1    Creemers, B.P.M.2    Kyriakides, L.3    Muijs, D.4    Fen, Y.5
  • 461
    • 0003234711 scopus 로고    scopus 로고
    • Dimensions of secondary school effectiveness: Comparative analyses across regions
    • Thomas, S. (2001). Dimensions of secondary school effectiveness: comparative analyses across regions. School Effectiveness and School Improvement, 12 (3): 285-322.
    • (2001) School Effectiveness and School Improvement , vol.12 , Issue.3 , pp. 285-322
    • Thomas, S.1
  • 462
    • 0039969732 scopus 로고    scopus 로고
    • Differential secondary school effectiveness: Comparing the performance of different pupil groups
    • Thomas, S., Sammons, P., Mortimore, P., and Smees, R. (1997). Differential secondary school effectiveness: comparing the performance of different pupil groups. British Educational Research Journal, 23 (4), 451-470.
    • (1997) British Educational Research Journal , vol.23 , Issue.4 , pp. 451-470
    • Thomas, S.1    Sammons, P.2    Mortimore, P.3    Smees, R.4
  • 463
    • 80054113779 scopus 로고
    • Intelligence examination for college entrance
    • Thorndike, E.L. (1920). Intelligence examination for college entrance. Journal of Educational Research, 1, 329-337.
    • (1920) Journal of Educational Research , vol.1 , pp. 329-337
    • Thorndike, E.L.1
  • 464
    • 84970745280 scopus 로고
    • The role of wait time in higher cognitive level learning
    • Tobin, K. (1987). The role of wait time in higher cognitive level learning. Review of Educational Research, 57 (1), 69-95.
    • (1987) Review of Educational Research , vol.57 , Issue.1 , pp. 69-95
    • Tobin, K.1
  • 465
    • 0035457312 scopus 로고    scopus 로고
    • Evaluation and organizational learning: Past, present, and future
    • Torres, R.T. and Preskill, H. (2001). Evaluation and organizational learning: past, present, and future. American Journal of Evaluation, 22 (3), 387-395.
    • (2001) American Journal of Evaluation , vol.22 , Issue.3 , pp. 387-395
    • Torres, R.T.1    Preskill, H.2
  • 467
    • 0036171299 scopus 로고    scopus 로고
    • Do homework assignments enhance achievement? A multilevel analysis in 7th-grade mathematics
    • Trautwein, U., Koller O., Schmitz B., and Baumert, J. (2002). Do homework assignments enhance achievement? A multilevel analysis in 7th-grade mathematics. Contemporary Educational Psychology, 27 (1), 26-50.
    • (2002) Contemporary Educational Psychology , vol.27 , Issue.1 , pp. 26-50
    • Trautwein, U.1    Koller, O.2    Schmitz, B.3    Baumert, J.4
  • 470
    • 0006867915 scopus 로고    scopus 로고
    • Greater expectations: Learning from other nations in the quest for ‘world-class standards’ in us school mathematics and science
    • Valverde, G.A. and 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.
    • (2000) Journal of Curriculum Studies , vol.32 , Issue.5 , pp. 651-687
    • Valverde, G.A.1    Schmidt, W.H.2
  • 471
    • 0033237560 scopus 로고    scopus 로고
    • The permanent importance of the subjective reality of teachers during educational innovation: A concerns-based approach
    • van den Berg, R., and Ros, A. (1999). The permanent importance of the subjective reality of teachers during educational innovation: a concerns-based approach. American Educational Research Journal, 36 (4), 879-906.
    • (1999) American Educational Research Journal , vol.36 , Issue.4 , pp. 879-906
    • Van Den Berg, R.1    Ros, A.2
  • 475
    • 0141759991 scopus 로고    scopus 로고
    • Process-oriented teaching
    • R.J. Simons, J. van der Linden, and T. Duffy, Dordrecht: Kluwer Academic
    • Vermunt, J. and Vershaffel, L. (2000). Process-oriented teaching. In R.J. Simons, J. van der Linden, and T. Duffy (eds), New learning (pp. 209-225). Dordrecht: Kluwer Academic.
    • (2000) New Learning , pp. 209-225
    • Vermunt, J.1    Vershaffel, L.2
  • 476
    • 0346928044 scopus 로고
    • Multivariate approaches to the study of cognitive styles
    • J.R. Royce (ed.), London: Academic Press
    • Vernon, P. (1973). Multivariate approaches to the study of cognitive styles. In J.R. Royce (ed.), Contributions of multivariate analysis to psychological theory (pp. 139-157). London: Academic Press.
    • (1973) Contributions of Multivariate Analysis to Psychological Theory , pp. 139-157
    • Vernon, P.1
  • 478
    • 0002594827 scopus 로고
    • Improving the productivity of america’s schools
    • Walberg, H.J. (1984). Improving the productivity of America’s schools. Educational Leadership, 41 (8), 19-27.
    • (1984) Educational Leadership , vol.41 , Issue.8 , pp. 19-27
    • Walberg, H.J.1
  • 479
    • 0001732739 scopus 로고
    • Syntheses of research on teaching
    • M.C. Wittrock (ed.), 3rd edn, New York: Macmillan
    • Walberg, H.J. (1986a). Syntheses of research on teaching. In M.C. Wittrock (ed.), Handbook of Research on Teaching (3rd edn, pp. 214-229). New York: Macmillan.
    • (1986) Handbook of Research on Teaching , pp. 214-229
    • Walberg, H.J.1
  • 480
    • 84897983707 scopus 로고
    • What works in a nation still at risk
    • Walberg, H.J. (1986b). What works in a nation still at risk. Educational Leadership, 44 (1), 7-10.
    • (1986) Educational Leadership , vol.44 , Issue.1 , pp. 7-10
    • Walberg, H.J.1
  • 481
    • 84952101994 scopus 로고
    • What influences learning? A content analysis of review literature
    • Wang, M.C., Haertel, G.D., and Walberg, H.J. (1990). What influences learning? A content analysis of review literature. Journal of Educational Research, 84 (1), 30-43.
    • (1990) Journal of Educational Research , vol.84 , Issue.1 , pp. 30-43
    • Wang, M.C.1    Haertel, G.D.2    Walberg, H.J.3
  • 483
    • 0000844532 scopus 로고    scopus 로고
    • How can theory-based evaluation make greater headway?
    • Weiss, C.H. (1997). How can theory-based evaluation make greater headway? Evaluation Review, 21 (4), 501-524.
    • (1997) Evaluation Review , vol.21 , Issue.4 , pp. 501-524
    • Weiss, C.H.1
  • 484
    • 0032364784 scopus 로고    scopus 로고
    • Academic and social motivational influences on students’ academic performance
    • Wentzel, K.R. and Wigfield, A. (1998). Academic and social motivational influences on students’ academic performance. Educational Psychology Review, 10 (2), 155-175.
    • (1998) Educational Psychology Review , vol.10 , Issue.2 , pp. 155-175
    • Wentzel, K.R.1    Wigfield, A.2
  • 485
    • 84965470374 scopus 로고
    • Hierarchically nested covariance structure models for multitrait-multimethod data
    • Widaman, K.F. (1985). Hierarchically nested covariance structure models for multitrait-multimethod data. Applied Psychological Measurement, 9, 1-26.
    • (1985) Applied Psychological Measurement , vol.9 , pp. 1-26
    • Widaman, K.F.1
  • 486
    • 0003934972 scopus 로고    scopus 로고
    • Alexandria, VA: Association for Supervision and Curriculum Development
    • Wiggins, G. and McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
    • (1998) Understanding by Design
    • Wiggins, G.1    McTighe, J.2
  • 488
    • 0029905244 scopus 로고    scopus 로고
    • Classroom management in primary schools: A review of the literature
    • Wilks, R. (1996). Classroom management in primary schools: a review of the literature. Behaviour Change, 13 (1), 20-32.
    • (1996) Behaviour Change , vol.13 , Issue.1 , pp. 20-32
    • Wilks, R.1
  • 489
    • 84970749556 scopus 로고
    • Questions and answers in the measurement of change
    • Willett, J.B. (1988). Questions and answers in the measurement of change. Review of Research in Education, 345-422.
    • (1988) Review of Research in Education , pp. 345-422
    • Willett, J.B.1
  • 490
    • 21344484497 scopus 로고
    • Learning and assessment: Exposing the inconsistencies of theory and practice
    • Willis, D. (1993). Learning and assessment: exposing the inconsistencies of theory and practice. Oxford Review of Education, 19 (3), 383-402.
    • (1993) Oxford Review of Education , vol.19 , Issue.3 , pp. 383-402
    • Willis, D.1
  • 491
    • 2342461672 scopus 로고    scopus 로고
    • Educational leadership and student achievement: The elusive search for an association
    • Witziers, B., Bosker, J.R., and Kruger, L.M. (2003). Educational leadership and student achievement: the elusive search for an association. Educational Administration Quarterly, 39 (3), 398-425.
    • (2003) Educational Administration Quarterly , vol.39 , Issue.3 , pp. 398-425
    • Witziers, B.1    Bosker, J.R.2    Kruger, L.M.3
  • 493
    • 21844520279 scopus 로고
    • Adaptation and self-determination in english primary schools
    • Woods, P. (1994). Adaptation and self-determination in English primary schools. Oxford Review of Education, 20 (4), 387-410.
    • (1994) Oxford Review of Education , vol.20 , Issue.4 , pp. 387-410
    • Woods, P.1
  • 496
    • 84937264986 scopus 로고    scopus 로고
    • When classrooms matter: Implications of between-classroom variability for educational policy in israel
    • Yair, G. (1997). When classrooms matter: implications of between-classroom variability for educational policy in Israel. Assessment in Education, 4 (2), 225-248.
    • (1997) Assessment in Education , vol.4 , Issue.2 , pp. 225-248
    • Yair, G.1
  • 497
    • 33745216634 scopus 로고    scopus 로고
    • Dimensions of socio-economic status and their relationship to mathematics and science achievement at individual and collective levels
    • 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.
    • (2003) Scandinavian Journal of Educational Research , vol.47 , Issue.1 , pp. 21-41
    • Yang, Y.1
  • 498
    • 9444235685 scopus 로고    scopus 로고
    • Do thinking styles contribute to academic achievement beyond selfrated abilities?
    • Zhang, L.F. (2001a). Do thinking styles contribute to academic achievement beyond selfrated abilities? Journal of Psychology, 135, 621-638.
    • (2001) Journal of Psychology , vol.135 , pp. 621-638
    • Zhang, L.F.1
  • 499
    • 0035888854 scopus 로고    scopus 로고
    • Thinking styles and personality types revisited
    • Zhang, L.F. (2001b). Thinking styles and personality types revisited. Personality and Individual Differences, 31, 883-894.
    • (2001) Personality and Individual Differences , vol.31 , pp. 883-894
    • Zhang, L.F.1
  • 500
    • 0036683438 scopus 로고    scopus 로고
    • Measuring thinking styles in addition to the measuring personality traits?
    • Zhang, L.F. (2002). Measuring thinking styles in addition to the measuring personality traits? Personality and Individual Differences, 33, 445-458.
    • (2002) Personality and Individual Differences , vol.33 , pp. 445-458
    • Zhang, L.F.1
  • 501
    • 0035604183 scopus 로고    scopus 로고
    • Thinking styles and the five-factor model of personality
    • Zhang, L.F. and Huang, J. (2001). Thinking styles and the five-factor model of personality. European Journal of Personality, 15, 465-476.
    • (2001) European Journal of Personality , vol.15 , pp. 465-476
    • Zhang, L.F.1    Huang, J.2
  • 502
    • 0002546588 scopus 로고    scopus 로고
    • Thinking styles, abilities, and academic achievement among hong kong university students
    • Zhang, L.F. and Sternberg, R.J. (1998). Thinking styles, abilities, and academic achievement among Hong Kong university students. Educational Research Journal, 13, 41-62.
    • (1998) Educational Research Journal , vol.13 , pp. 41-62
    • Zhang, L.F.1    Sternberg, R.J.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.