Teacher behavior and student outcomes: Results of a European study

Panayiotou, Anastasia; Kyriakidēs, Leōnidas; Creemers, Bert; McMahon, Léan; Vanlaar, Gudrun; Pfeifer, Michael J.; Rekalidou, Galini; Bren, Matevž

doi:10.1007/s11092-013-9182-x

Cited by 57 publications

(43 citation statements)

References 32 publications

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“…The properties of each item and the relation with the curricula of Years 3 and 4 in Cyprus were taken into account for developing four parallel types of test in each subject (Panayiotou et al, 2013). Thus, the data were available both at the item level and as total scores.…”

Section: Methodsmentioning

confidence: 99%

“…The items were all classified according to content domain (Number, Geometric Shapes and Measures, Data Display) on the basis of the TIMSS 2007 framework (Foy & Olson, 2009). We based the construction of multiple indicators for the students' mathematics achievement on this classification (Panayiotou et al, 2013). The scores for each of these three domains were based only on the items in the booklet completed by the student on each measurement occasion, including the items that were classified as omitted and as non-reached (see section "Missing data").…”

Section: Variablesmentioning

confidence: 99%

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Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models

Televantou

Marsh

Kyriakidēs

et al. 2015

School Effectiveness and School Improvement

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The main objective of this study was to quantify the impact of failing to account for measurement error on school compositional effects. Multilevel structural equation models were incorporated to control for measurement error and/or sampling error. Study 1, a large sample of English primary students in Years 1 and 4, revealed a significantly negative compositional effect associated with school-average achievement that became more negative after controlling for measurement error. Study 2, a large study of Cypriot primary students in Year 4, showed a small, positive but statistically significant compositional effect that became non-significant after controlling for measurement error. Our findings have important methodological, substantive, and theoretical implications for on-going debates on the school compositional effects on students' outcomes, because nearly all previous research has been based on traditional approaches to multilevel models, which are positively biased, due to the failure to control for measurement error.

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Section: Methodsmentioning

confidence: 99%

Section: Variablesmentioning

confidence: 99%

Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models

Televantou

Marsh

Kyriakidēs

et al. 2015

School Effectiveness and School Improvement

Self Cite

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“…En muchos casos, estos estudios se centran en la evaluación del bienestar que experimentan ambos grupos después de haber recibido apoyo u otro tipo de intervención. Un tercer enfoque se centra en la producción científica que versa sobre la calidad de la enseñanza o del proceso de enseñanza-aprendizaje tal y como la percibe la comunidad educativa (esto es, niños, padres y profesionales) (Panayiotou et al, 2014).…”

Section: Discussionunclassified

When differences do not matter: inclusion in a Mexican primary school / Cuando las diferencias no importan: la inclusión en una escuela primaria mexicana

Cruz-Ortiz

Rodríguez

Jenaro-Río

et al. 2016

Cultura y Educación

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“…The decision to use the DASI as a framework on which to build an evidence base in the study of school improvement processes in this study is also strengthened by the array of empirical research conducted over the last three decades and summarised by Creemers and Kyriakides (). For example, studies in the Cypriot context (Kyriakides & Creemers, ; Creemers & Kyriakides, 2010a), the European context (Panayiotou et al., ) and in Canada (Kyriakides et al., ). The Pathways study adds to this array as it explores the English state primary school context and tries to qualitatively understand the elements and processes associated with school improvement, specifically in the context of online technologies for practitioners.…”

Section: Context: School Improvement and Dasimentioning

confidence: 99%

‘Are we there yet?’: A multimethod study of the Oxford University Press Pathways to school improvement

Davis

Sammons

2018

Review of Education

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This article presents one substantive and illustrative school case study to explore in depth practitioners’ engagement with Pathways—an online school improvement resource provided by the Oxford University Press (OUP). Launched in 2013, the ‘four‐step system’ comprises the following phases: ‘audit’, ‘strategic planning’, ‘take action’ and ‘evaluate impact’ and aims to support primary schools through a range of whole school improvement and teaching and learning tasks. The wider research project studied primary school practitioner perceptions and attitudes towards Pathways and both collective and individual improvement practice via an embedded multimethod case study comprising a purposive sample of five primary schools that signed up to use Pathways. It followed the evolution of Pathways using a ‘design‐based research’ (DBR) framework that focuses on bridging the realms of academia and more practical contexts, and promoting research impact through user engagement and active participation. The growth and use of Pathways by schools was investigated through the theoretical lenses of the Dynamic Approach to School Improvement (DASI) and Guskey's five‐level model of Continuing Professional Development (CPD) evaluation (2002). The Pathways research and case study in this article focus uniquely on how teaching practitioners engage with and perceive technology in their school improvement practice and professional development experiences in one particular school context. Pathways tools seemed to offer opportunities for teachers to work collaboratively, individually and autonomously—with their work being partially ‘mediated’ by Pathways itself, and specific ‘hospitable conditions’ cultivated by senior leadership such as professional support and trust.

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Teacher behavior and student outcomes: Results of a European study

Cited by 57 publications

References 32 publications

Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models

Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models

When differences do not matter: inclusion in a Mexican primary school / Cuando las diferencias no importan: la inclusión en una escuela primaria mexicana

‘Are we there yet?’: A multimethod study of the Oxford University Press Pathways to school improvement

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