Extending the Comprehensive Model of Educational Effectiveness by an Empirical Investigation

By L. Kyriakides. 2005

119 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/234a76a7d2a8dfd7e8c7f44ae5c55a2833f382ab

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Bert Creemers
2. P. D. den Brok
3. Yalun Zhou
4. Michael Wei
5. Panayiotis Antoniou

In Developmental and Educational Psychology

1. Panayiotis Antoniou
2. Bert Creemers
3. L. Kyriakides
4. P. D. den Brok
5. Yalun Zhou
6. Michael Wei

In Education

1. Panayiotis Antoniou
2. L. Kyriakides
3. Bert Creemers
4. Yalun Zhou
5. Michael Wei
6. P. D. den Brok
7. Margarita Christoforidou
8. J. Scheerens

Citations in the corpus

• Teacher interpersonal behaviour and student achievement in English as a Foreign Language classrooms in China (2009, methodology): “QTI has been successfully translated and used in a number of countries, such as Australia (Fisher et al. 2005), Brunei (den Brok et al. 2005b; Khine 2002), Cyprus ( Kyriakides 2005 ), India (den Brok et al. 2005a), Indonesia (Margianti 2002), Korea (Lee et al. 2003), The Netherlands (e.g.”
• Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model (2006, methodology): “Evaluation is seen as an integral part of teaching (Stenmark, 1992) and especially formative evaluation is one of the most important factors associated with effectiveness at all levels, especially at the classroom level (e.g., De Jong et al., 2004; Kyriakides, 2005; Shepard, 1989).”
• Using a multidimensional approach to measure the impact of classroom-level factors upon student achievement: a study testing the validity of the dynamic model (2008, background): “…the frequency dimension of school evaluation policy to identify the effect of this factor on achievement and revealed both negative and positive effects, whereas another study (Kyriakides, 2005) was looking at the emphasis given to the formative aspect of evaluation and revealed positive effects.”
• Searching for stages of teacher's skills in assessment (2014, background): “These studies have demonstrated that primary school teachers who conduct assessment for formative reasons are more effective in terms of promoting student learning outcomes (both cognitive and affective outcomes were taken into account) than those who conduct assessment for summative reasons (Kyriak”
• Drawing from Teacher Effectiveness Research and Research into Teacher Interpersonal Behaviour to Establish a Teacher Evaluation System: A Study on the Use of Student Ratings to Evaluate Teacher Behaviour. (2005, methodology): “…of our sample (i.e., 32 schools out of 38 schools) participated in a study attempting to test the validity of the comprehensive model of educational effectiveness (Creemers, 1994) in relation to different criteria of measuring effectiveness (both cognitive and affective) (Kyriakides, 2005).”