Using a multidimensional approach to measure the impact of classroom-level factors upon student achievement: a study testing the validity of the dynamic model

By L. Kyriakides, Bert Creemers. 2008

196 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8e74ba465c2915fbee7b2f42c83f114b57e09529

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Exploring the journey of school improvement: classifying and analyzing patterns of change in school improvement processes and learning outcomes (2011, background): “…in intentional strategies and actions to improve learning environments and teaching practices (e.g., Creemers, 1994; Edmonds, 1982; Hattie, 2009; Kyriakides & Creemers, 2008; Leithwood, Anderson, Mascall, & Strauss, in press; Mortimore, 1993; Opdenakker & Van Damme, 2007; Robinson et al., 2008).”
The use of theory in school effectiveness research revisited (2013, background): “Breaux et al., 2002 Instructional strategies for expository reading USA Bulach et al., 1995 School Climate USA Coates, 2003 Instruction Time USA Coco et al., 2004 Home, school and community partnership USA Griffith, 2002 Academic vs. Communal Support USA Hofman et al., 1996 Cohesiveness school/commu”
A synthesis of studies searching for school factors: implications for theory and research (2010, unknown): “…is based on EER studies that show the classroom level as more significant than the school and system levels (e.g. Teddlie & Reynolds, 2000; Kyriakides & Creemers, 2008) and that defining factors at the classroom level is a prerequisite for defining school- and system-level factors…”
State of the art – teacher effectiveness and professional learning (2014, unknown): “Support for the model comes from three longitudinal studies which have shown that the proposed framework can be used to describe the functioning of each teacher factor (Antoniou, 2009; Kyriakides & Creemers, 2008, 2009).”
Evaluating the impact of differentiated instruction on literacy and reading in mixed ability classrooms: Quality and equity dimensions of education effectiveness (2015, background): “Having in mind the vast research results on educational effectiveness and effective teaching practices (Hattie, 2009, 2011; Hattie & Timperley, 2007; Kyriakides & Creemers, 2008), we primarily need to determine the working definition of differentiation as it will be used in the current study.”
Teacher behaviour and student outcomes : Suggestions for research on teacher training and professional development (2009, methodology): “…CFA approaches to analyse the multitrait multimethod matrix concerned with each classroom level factor of the dynamic model in relation to each subject provided support to the construct validity of the proposed five measurement dimensions of most effectiveness factors (Kyriakides & Creemers, 2008).”
Testing a Conception of How School Leadership Influences Student Learning (2010, background): “…critically, this claim seems to dismiss the family-related factors accounting for as much as 50% of the variation in student achievement across schools (e.g., Kyriakides & Creemers, 2008): Such factors are part of what is often labeled the external environment in organizational theory (Daft, 1989).”
The impact of a dynamic approach to professional development on teacher instruction and student learning: results from an experimental study (2011, methodology): “, McLaughlin, 1999; Ottesen, 2007; Tan, 2006; Valli, 1997). According to Elliot (2002), the expertise of teachers and the extent to which they can improve relates with their ability to continuously question and interrogate the terms and conditions that govern their own transactions with students.”