/cgi-bin/koha/opac-search.pl?q=ccl=au%3A%22Kyriakides%2C%20Leonidas%22&sort_by=relevance&format=rss 2 0 50 ISBN: /cgi-bin/koha/opac-detail.pl?biblionumber=194420 By Anastasou, Maria.
Routledge Taylor & Francis Group, 2024 , This paper examines the extent to which teacher factors of the dynamic model of educational effectiveness can explain variation in student achievement in mathematics. It also searches for the extent to which any of these factors matters more for academically resilient students than for all the other low-socioeconomic-status students. Participants were all teachers (N = 66) of 14 schools in socioeconomically disadvantaged areas who teach mathematics to students of Grades 4–6 (N = 904). Teacher factors were measured through a student questionnaire, whereas mathematics achievement at the beginning and the end of the school year was measured through written tests. Student background characteristics were measured through a student questionnaire. Information on parents’ occupational status was also collected. Multilevel modelling analysis revealed that all teacher factors explain variation in mathematics achievement. Differential effects for all factors but modelling and assessment were identified. Implications of findings are discussed.

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]]> /cgi-bin/koha/opac-detail.pl?biblionumber=194420 ISBN: /cgi-bin/koha/opac-detail.pl?biblionumber=194433 By Kyriakides, Leonidas.
Routledge Taylor & Francis Group, 2024 , This paper argues for establishing stronger links between educational effectiveness research and school improvement. It presents the results of a 3-year study investigating the impact of the dynamic approach (DA) to school improvement on promoting student achievement in mathematics. It explores duration (offering the DA for more than 1 year) and sustainability effects of the DA. A sample of 18 secondary schools in Cyprus participated in this study. Two experimental groups used the DA to develop their school improvement strategies. The first group employed the DA for the first 2 intervention years and was more effective than the control group in promoting mathematics achievement at the end of the 1st, 2nd, and 3rd year. Schools that made use of the DA for all 3 years were found to be the most effective at the end of the 3rd year. Implications for research, policy, and practice are discussed.

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