The Significance of the Classroom Effect in Primary Schools: An Application of Creemers' Comprehensive Model of Educational Effectiveness

By L. Kyriakides, Robert J. Campbell, Athanasios Gagatsis. 2000

160 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/4df666691e192ac56430b9017e6284bb626ae408

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Citations in the corpus

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 choice to test the validity of the dynamic model at classroom level first, rather than at any of the upper levels, is based on the fact that studies on EER show that this level is more significant than the school and the system level (eg, Kyriakides, Campbell, & Gagatsis, 2000 ; Scheerens & Bos”
A synthesis of studies searching for school factors: implications for theory and research (2010, unknown): “Kyriakides et al , 2000 ; de Jong et al , 2004 ; Kyriakides & Tsangaridou, 2008 ), which reveal that the relationships between factors at different levels might be more complex than assumed in the current integrated models.”
Emerging perceptions of teacher quality and teacher development in China (2014, background): “Over the last 30 years, Western research has consistently identified differences in teacher behaviour at the classroom level, rather than differences at the school level, as ultimately more important in explaining variance in student outcomes (Scheerens and Bosker, 1997; Kyriakides et al., 2000; Mui”
Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model (2006, background): “In line with this assumption, studies investigating the validity of the model revealed that schools with an assessment policy focused on the formative purposes of assessment are more effective (e.g., Kyriakides, 2005; Kyriakides et al., 2000).”
Differential Teacher Effectiveness: Towards a model for research and teacher appraisal (2003, background): “…as the school effectiveness researchers, perhaps belatedly, identified classroom factors as contributing the greatest amount to variance in pupil outcome (see Scheerens & Bosker, 1997; Wright et al., 1997; Yair, 1997; Hextall & Mahoney, 1998; Kyriakides et al., 2000; Teddlie & Reynolds, 2000).”
Effective teaching and values: some implications for research and teacher appraisal (2004, background): “The recent studies (Scheerens & Bosker, 1997; Wright et al., 1997; Yair, 1997; Hextall & Mahoney, 1998; Reezigt, et al., 1999; Kyriakides et al., 2000; Teddlie & Reynolds 2000; Hopkins & Reynolds 2001; Reynolds et al., 2002) identify classroom factors, including the teacher effect, as contributing…”
Interpersonal Teacher Behaviour and Student Outcomes (2004, methodology): “In at least six publications that appeared in the joumal of School Effectiveness and School Improvement between 1995 and 2002 that included teacher behaviour in their design, student or teacher questionnaires were used (e.g., d'Agostino, 2000; Kyriakides, Gagatsis, & Campbell, 2000; Luyten ife De ”
Extending the Comprehensive Model of Educational Effectiveness by an Empirical Investigation (2005, background): “The fact that the two studies which provided empirical support to the validity of Creemers’ model (i.e., De Jong et al., 2004; Kyriakides et al., 2000) were focused on Comprehensive Model of Educational Effectiveness 113”
Generating Criteria for Measuring Teacher Effectiveness Through a Self-Evaluation Approach: A Complementary Way of Measuring Teacher Effectiveness (2002, background): “Opportunity to learn was also found to be a signi®cant factor associated with both teacher and school effectiveness (Kyriakides et al., 2000; Reynolds et al., 1994; Scheerens & Bosker, 1997).”