Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model

By Bert Creemers, L. Kyriakides. 2006

248 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d3475e7024aa7c66d3873dd76801ba6115bc3b44

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Citations in the corpus

What Makes Great Teaching? Review of the Underpinning Research. (2014, methodology): “Table 1: The dynamic model of educational effectiveness (Creemers & Kyriakides, 2006) (1) Orientation (a) Providing the objectives for which a specific task/lesson/series of lessons take(s) place (b) Challenging students to identify the reason why an activity is taking place in the lesson.”
The impacts of student-, teacher- and school-level factors on mathematics achievement: an exploratory comparative investigation of Singaporean students and the USA students (2016, unknown): “…parameters may have significant effects on student performance, as suggested by many studies (Bernal, Mittag, & Qureshi, 2013; Bloom & Owens, 2011; Creemers & Kyriakides, 2006; Greenwald et al., 1996; Kraft & Dougherty, 2013; Lee & Bryk, 1989; Lee, Smith, & Croninger, 1997; Rumberger & Palardy,…”
The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA) (2009, background): “They also cite the research of Darling-Hammond (2000) that finds this knowledge rarely correlates significantly with student performance.”
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): “Creemers and Kyriakides (2006) explain in detail how the five dimensions of the model can be used to measure the classroom-level factors.”
State of the art – teacher effectiveness and professional learning (2014, unknown): “To be effective, however, tasks must be explained clearly to students, and the teacher must actively monitor the class and go round the classroom to help students, rather than sitting at her/his desk waiting for students to come to her/him.”
A synthesis of studies searching for school factors: implications for theory and research (2010, unknown): “Finally, school policy on the quality of teaching, which is closely related to the classroom-level factors of the dynamic model referring to the instructional role of teachers (see Creemers & Kyriakides, 2006), is examined.”
Teacher interpersonal behaviour and student achievement in English as a Foreign Language classrooms in China (2009, background): “…effectiveness research has suggested the importance of other teaching and classroom variables in explaining student achievement, such as time-on-task, instructional strategies or the stimulation of metacognitive learning (Creemers and Kyriakides 2006; Kyriakides 2005; Teddlie and Reynolds 2000).”
The use of theory in school effectiveness research revisited (2013, methodology): “Recent studies exploring aspects of the dynamic model of educational effectiveness by Creemers and Kyriakides ( 2006 ) are more closely interrelated.”
Revised Models and Conceptualisation of Successful School Principalship for Improved Student Outcomes. (2011, background): “For those aiming to be successful school principals and constantly improving their schools, the challenge is to create synergistic effects; the accumulation of a number of effects developed with others over time in the same direction, even though this direction may change as a result of feedback on ”