Generating Criteria for Measuring Teacher Effectiveness Through a Self-Evaluation Approach: A Complementary Way of Measuring Teacher Effectiveness

By L. Kyriakides, Robert J. Campbell, E. Christofidou. 2002

111 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/448e14996ebe849e84ea033dea239e6886ad1697

How researchers see this paper

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

In Education

1. L. Kyriakides
2. Bert Creemers
3. D. Muijs
4. C. Sáenz
5. J. Teodorović
6. W. Robinson
7. R. Muijs
8. Robert J. Campbell

In Information Systems and Management

1. L. Kyriakides
2. Bert Creemers
3. D. Muijs
4. J. Teodorović
5. W. Robinson
6. R. Muijs
7. C. Sáenz
8. Robert J. Campbell

Citations in the corpus

• Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model (2006, background): “Thus, TER has shown that effective teachers are expected to help pupils to use strategies and/or develop their own strategies which can help them solve different types of problems (Kyriakides et al., 2002).”
• The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA) (2009, background): “The teacher effectiveness research has shown that effective teachers are expected to help pupils to use strategies and develop their own strategies which can help them solve different types of problems (Kyriakides et al. 2002).”
• Measuring teacher effectiveness: Some methodological reflections (2006, background): “In particular, it does not take into account sufficiently the fact that teachers' roles are broader than their classroom practice and includes management roles, pastoral roles, and relationships with parents and community as well as classroom practice (Campbell, Kyriakides, Muijs, & Robinson, 2004 ”
• Classroom and school factors related to student achievement: what works for students? (2011, background): “…et al. (1999) showed that only 1–2% of the total variance was explained by policy-malleable classroom- and school-level variables together, and Kyriakides et al. (2002) found that 3.3% of the total variance was explained by classroom-level variables (including peer effect) and 2.4% of the…”
• Extending the Comprehensive Model of Educational Effectiveness by an Empirical Investigation (2005, methodology): “The items of the questionnaire emerged from a review of the literature on teacher effectiveness (Kyriakides et al., 2002; Muijs & Reynolds, 2001) and covered: (a) classroom management, (b) the form and quality of teacher’s organized lessons, and (c) classroom climate.”
• Differential Teacher Effectiveness: Towards a model for research and teacher appraisal (2003, background): “Kyriakides et al. (2003) show that self-evaluation has the potential to contribute to improvement of both the individual teacher and the school as a collectivity.”