WorldCat Identities

Kyriakides, Leonidas

Overview
Works: 34 works in 115 publications in 3 languages and 2,982 library holdings
Genres: Academic theses 
Roles: Author, Contributor, Other, Creator, Editor
Classifications: LB1028, 371.144
Publication Timeline
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Most widely held works by Leonidas Kyriakides
Methodological advances in educational effectiveness research by Bert P. M Creemers( )

13 editions published in 2010 in English and Undetermined and held by 726 WorldCat member libraries worldwide

This text provides a state of the art snapshot of the methodology of educational effectiveness research (EER) now and clearly demonstrates the way it is applied in both research and evaluation
Improving quality in education : dynamic approaches to school improvement by Bert P. M Creemers( )

18 editions published between 2010 and 2013 in English and held by 691 WorldCat member libraries worldwide

'Improving Quality in Education' is a major contribution to the area of school improvement, setting out a dynamic framework that will help schools collect data, evaluate themselves, decide on priorities for improvement and develop action plans
Assessing teacher effectiveness : developing a differentiated model by R. J Campbell( )

4 editions published in 2004 in English and held by 450 WorldCat member libraries worldwide

Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation?
Teacher professional development for improving quality of teaching by Bert P. M Creemers( )

17 editions published between 2012 and 2013 in English and Italian and held by 425 WorldCat member libraries worldwide

This book makes a major contribution to knowledge and theory by drawing implications of teacher effectiveness research for the field of teacher training and professional development. The first part of the book provides a critical review of research on teacher training and professional development and illustrates the limitations of the main approaches to teacher development such as the competence-based and the holistic approach. A dynamic perspective to policy and practice in teacher training and professional development is advocated. The second part of the book provides a critical review of research on teacher effectiveness. The main phases of this field of research are analysed. It is pointed out that teacher factors are presented as being in opposition to one another. An integrated approach in defining quality of teaching is adopted. The importance of taking into account findings of studies investigating differential teacher effectiveness is argued
The dynamics of educational effectiveness : a contribution to policy, practice and theory in contemporary schools by Bert P. M Creemers( Book )

12 editions published between 2007 and 2008 in English and held by 340 WorldCat member libraries worldwide

This title brings together the thinking and research of two major investigators in the field of educational effectiveness. After defining educational effectiveness, the authors analyse the various theories and strands of research within educational effectiveness, especially with respect to the model developed by Creemers
Equity and quality dimensions in educational effectiveness by Leōnidas Kyriakidēs( )

11 editions published between 2018 and 2019 in English and held by 208 WorldCat member libraries worldwide

This book aims to make a contribution to the theory, research and practice on quality and equity in education by providing a comprehensive overview of these two dimensions of educational effectiveness and proposing a methodological instrument that may be used to measure the contribution that each school can make to promoting equity. The importance of using this instrument is demonstrated by analysing results of various effectiveness studies conducted over the last decade. The book draws upon research across the world, especially research conducted in the Europe, the United States, and Australasia. It is shown that promoting equity has no negative effect on the promotion of quality. The importance of using this methodological instrument to identify factors that promote both quality and equity at different educational levels (i.e. teacher, school and educational system) is stressed. The book also demonstrates how we can measure stability and changes in the effectiveness status of schools over time in terms of fostering quality and equity. In addition it underlines the importance of identifying factors measuring changes in the effectiveness status of schools in terms of equity and points to the alternative strategies that can be used at school and system level. In our attempt to encourage the further development and use of this methodology for school improvement purposes, we demonstrate how experimental studies can be conducted to discover whether and under which conditions the proposed methodology can help schools promote both quality and equity. Finally, implications for school evaluation, research, educational policy and practice are drawn. In this way, the book contributes significantly to the debate on how quality and equity can be achieved and encourages policy-makers and practitioners not to view these two dimensions of effectiveness as being in competition with each other but as constituting the major objectives of any reform policy and/or improvement effort at school and/or national levels
QUALITY AND EQUITY IN EDUCATION : revisiting theory and research on educational effectiveness and ... improvement by Leōnidas Kyriakidēs( Book )

6 editions published between 2018 and 2020 in English and held by 56 WorldCat member libraries worldwide

Against the Odds - (In)Equity in Education and Educational Systems by NELE MCELVANY; HEINZ GUNTER HOLTAPPELS; FANI LAUER( Book )

1 edition published in 2020 in English and held by 16 WorldCat member libraries worldwide

Dinamični model učinkovitosti izobraževanja : o oblikovanju politike, teorije in prakse v sodobnih šolah by Bert P. M Creemers( Book )

1 edition published in 2013 in Slovenian and held by 7 WorldCat member libraries worldwide

Primary teachers' perceptions of policy for curriculum reform in Cyprus : with special reference to mathematics by Leōnidas Kyriakidēs( Book )

5 editions published in 1994 in English and held by 6 WorldCat member libraries worldwide

Assessing Teacher Effectiveness Different models by R. J Campbell( Book )

2 editions published in 2004 in English and held by 5 WorldCat member libraries worldwide

How can we really evaluate teacher effectiveness? Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation? Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that: * teachers may be more effective with some categories of students than with others * teachers may be more effective with some teaching contexts than others * teachers may be more effective with some subjects or components than with others. Building on and developing previous research on models of teacher effectiveness and current theories, the authors open up possible new debates which will be of interest to academics and researchers working in this area throughout the world
A dynamic model of educational effectiveness : theory research and practice by Bert P. M Creemers( Book )

1 edition published in 2007 in English and held by 3 WorldCat member libraries worldwide

Towards Underst anding Teachers' Philosophical Beliefs About Mathematics by Charalambos Charalambous( Book )

1 edition published in 2002 in English and held by 3 WorldCat member libraries worldwide

The aim of this study is to examine teachers' philosophical beliefs (PBs) about mathematics, the factors influencing the development of these beliefs, and their relation to teachers' beliefs and practices about teaching and learning mathematics. Data were collected through 229 questionnaires and five interviews. Analysis revealed a five-factor model, representing combination of the three dimensions of a model proposed by Ernest (1991). Four homogeneous groups of teachers according to their perceived importance were identified. A relative consistency was also found between teachers' PBs and their beliefs regarding teaching and learning Mathematics. However, inconsistencies between PBs and teaching practices emerged, which could be partially attributed to the factors influencing the development of PBs. Implications for the development of teachers' training programs regarding the affective domain and suggestions for further researcher are drawn. (Author)
Assessing individual lessons using a generic teacher observation instrument: how useful is the International System for Teacher Observation and Feedback (ISTOF)? by Daniel Muijs( )

1 edition published in 2018 in English and held by 2 WorldCat member libraries worldwide

Using educational effectiveness research to promote quality of teaching: the contribution of the dynamic model by Leōnidas Kyriakidēs( )

1 edition published in 2018 in English and held by 2 WorldCat member libraries worldwide

International studies on educational effectiveness( )

1 edition published in 2006 in English and held by 1 WorldCat member library worldwide

School self-evaluation and school improvement : a critique of values and procedures by Leōnidas Kyriakidēs( )

1 edition published in 2004 in English and held by 1 WorldCat member library worldwide

Using student ratings to measure quality of teaching in six European countries( )

1 edition published in 2014 in English and held by 1 WorldCat member library worldwide

The Development of Student Teachers' Efficacy Beliefs in Mathematics during Practicum by George Philippou( Book )

1 edition published in 2003 in English and held by 1 WorldCat member library worldwide

In this study we examine the development of prospective primary teachers' efficacy beliefs (TEB) with respect to teaching mathematics during practicum. The analysis of the responses of 89 student teachers in three repeated scale distributions indicated a marked positive change in all groups formed by cluster analysis. Eight students were interviewed at the commencement, in the middle, and at the end of the course to investigate which factors contributed to this change and how. We found that the effect of broad sources informing efficacy beliefs identified by Bandura (1997) supplemented by the influence of individuals involved in the course played a major role in the cyclical process of efficacy change. Implications for further research and for developing practicum courses are drawn. (Contains 1 footnote and 1 table.) [For complete proceedings, see ED500860.]
 
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Methodological advances in educational effectiveness research
Covers
Improving quality in education : dynamic approaches to school improvementAssessing teacher effectiveness : developing a differentiated modelThe dynamics of educational effectiveness : a contribution to policy, practice and theory in contemporary schoolsAssessing Teacher Effectiveness Different modelsA dynamic model of educational effectiveness : theory research and practice
Alternative Names
Kyriakides, Leonidas

Leonidas Kyriakides investigador

Leonidas Kyriakides wetenschapper

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