Teacher behaviour and student outcomes : Suggestions for research on teacher training and professional development

By L. Kyriakides, Bert Creemers, Panayiotis Antoniou. 2009

315 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/34ef7952db5e0060840b4ee6827adc6d9e3211c0

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

Citations in the corpus

The impact of a dynamic approach to professional development on teacher instruction and student learning: results from an experimental study (2011, methodology): “Observation data were then analyzed using the same procedure as described by Kyriakides et al. (2009) in order to classify teachers into developmental stages according to their teaching skills.”
Relation of Student Achievement to the Quality of Their Teachers and Instructional Quality (2016, background): “First and foremost, teachers matter (for a summary of the state of research see, for example, Kyriakides et al. 2009).”
Methodological Advances in Educational Effectiveness Research (2010, unknown): “As such, the field became increasingly linked with the growth of larger scale, systematic investigations of the long-term effect of teachers and schools (Kyriakides et al. 2009; Pustjens et al. 2004).”
Teacher effects on student achievement in first grade: which aspects matter most? (2014, background): “Kyriakides, Creemers, and Antoniou (2009) grouped factors in order to validate the assumption of their dynamic model that one should search for combinations of factors.”
Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: a Rasch modelling approach (2015, unknown): “Evidence-based effective teaching behaviour Teacher effectiveness research, as well as classroom environments research, recognizes the conceptualization of teaching behaviour in a holistic perspective (Alton-Lee, 2003; Kyriakides et al., 2009).”
Teaching Writing in Primary Education: Classroom Practice, Time, Teachers’ Beliefs and Skills (2018, methodology): “We chose to assess frequency of occurrence, the lowest level of implementation of effective instructional features (Kyriakides et al., 2009).”