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Tanya Riordan & Anne Convery. (2024) Reimagining the concept of differentiation in languages classrooms. The Language Learning Journal 52:3, pages 271-284.
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Maria Anastasou & Leonidas Kyriakides. (2024) Academically resilient students: searching for differential teacher effects in mathematics. School Effectiveness and School Improvement 35:1, pages 48-72.
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Paolo Landri. (2024) Ecological materialism: redescribing educational leadership through Actor-Network Theory. Journal of Educational Administration and History 56:1, pages 84-101.
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Brian Fleming & Judith Harford. (2023) The DEIS programme as a policy aimed at combating educational disadvantage: fit for purpose?. Irish Educational Studies 42:3, pages 381-399.
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Melissa Tuytens, Eva Vekeman & Geert Devos. (2023) A focus on students’ and teachers’ learning through strategic human resource management. School Effectiveness and School Improvement 34:2, pages 247-270.
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Ana María Mejía-Rodríguez & Leonidas Kyriakides. (2023) Searching for the impact of national culture dimensions on student achievement: implications for educational effectiveness research. School Effectiveness and School Improvement 34:2, pages 226-246.
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Binwei Lu. (2023) UNDERSTANDING THE UNSETTLED EVIDENCE OF THE EFFECTIVENESS OF SELECTIVE EDUCATION IN THE VALUE-ADDED APPROACH. British Journal of Educational Studies 71:2, pages 213-231.
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Laura Van den Broeck, Isis Vandelannote, Jannick Demanet & Mieke Van Houtte. (2023) High school never ends. Normative and comparative peer group effects on higher education outcomes through the school-level students’ expectation culture. Educational Review 75:2, pages 217-242.
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Robert French, Amir Sariaslan, Henrik Larsson, Dylan Kneale & George Leckie. (2023) Estimating the Importance of Families in Modeling Educational Achievement Using Linked Swedish Administrative Data. Journal of Research on Educational Effectiveness 16:1, pages 106-133.
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Yixing Liu, Roy Levy, Nedim Yel & Ann C. Schulte. (2023) A comparison of methods for evaluating schools with respect to growth of students in subpopulations in three-level models. School Effectiveness and School Improvement 34:1, pages 1-23.
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Camilla Highfield & Christine Rubie-Davies. (2022) Middle leadership practices in secondary schools associated with improved student outcomes. School Leadership & Management 42:5, pages 543-564.
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Rhiannon Moore. (2022) Variation, context, and inequality: comparing models of school effectiveness in two states in India. School Effectiveness and School Improvement 33:4, pages 588-609.
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George Leckie & Lucy Prior. (2022) A comparison of value-added models for school accountability. School Effectiveness and School Improvement 33:3, pages 431-455.
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Elena Kokkinou & Leonidas Kyriakides. (2022) Investigating differential teacher effectiveness: searching for the impact of classroom context factors. School Effectiveness and School Improvement 33:3, pages 403-430.
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Ting Shen & Spyros Konstantopoulos. (2022) Are class size and teacher characteristics associated with cognitive outcomes in early grades?. School Effectiveness and School Improvement 33:3, pages 333-359.
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Christian Bokhove & Gillian Hampden-Thompson. (2022) Country and school family composition’s effects on mathematics achievement. School Effectiveness and School Improvement 33:2, pages 280-302.
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G. J. Okken, E. P. W. A. Jansen, W. H. A. Hofman & R. J. Coelen. (2022) The relationship between intercultural teaching competence and school and classroom level characteristics. Intercultural Education 33:2, pages 193-210.
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Michelle Helms-Lorenz & Adrie J. Visscher. (2022) Unravelling the challenges of the data-based approach to teaching improvement. School Effectiveness and School Improvement 33:1, pages 125-147.
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Yuan Tao. (2022) School turnaround through network governance: the role of turnaround schools in China’s Shanghai City. School Effectiveness and School Improvement 33:1, pages 86-103.
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Jelena Teodorović, Vladeta Milin, Bojana Bodroža, Ivana D. Đerić, Milja Vujačić, Ivana M. Jakšić, Dejan Stanković, Gašper Cankar, Charalambos Y. Charalambous, Jan Van Damme & Leonidas Kyriakides. (2022) Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia. School Effectiveness and School Improvement 33:1, pages 51-85.
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Jie Hu, Yi Peng & Hong Ma. (2022) Examining the contextual factors of science effectiveness: a machine learning-based approach. School Effectiveness and School Improvement 33:1, pages 21-50.
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Ariel Sarid. (2022) Theoretical contributions to the investigation of educational effectiveness: towards a dilemmatic approach. Cambridge Journal of Education 52:1, pages 117-136.
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Christian Bokhove, Daniel Muijs & Christopher Downey. (2022) The influence of school climate and achievement on bullying: Comparative evidence from international large-scale assessment data. Educational Research 64:1, pages 18-40.
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Lisa Hellström & Curt Hagquist. (2021) School effectiveness in Sweden: psychometric properties of an instrument to measure pedagogical and social climate (PESOC) focusing on pedagogical leadership. International Journal of Leadership in Education 24:6, pages 855-875.
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Michael P. Brady. (2021) An alternative, curriculum-based value-added model for teacher preparation programmes: a research summary. Educational Review 73:5, pages 544-562.
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Lucy Prior, Harvey Goldstein & George Leckie. (2021) School value-added models for multivariate academic and non-academic outcomes: exploring implications for performance monitoring and accountability. School Effectiveness and School Improvement 32:3, pages 486-507.
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Doris Holzberger & Anja Schiepe-Tiska. (2021) Is the school context associated with instructional quality? The effects of social composition, leadership, teacher collaboration, and school climate. School Effectiveness and School Improvement 32:3, pages 465-485.
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Maria Jarl, Klas Andersson & Ulf Blossing. (2021) Organizational characteristics of successful and failing schools: a theoretical framework for explaining variation in student achievement. School Effectiveness and School Improvement 32:3, pages 448-464.
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Tommaso Agasisti & Veronica Minaya. (2021) Precision and stability of schools’ value-added estimates: evidence for Italian primary schools. Applied Economics Letters 28:7, pages 541-545.
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Orly Shapira-Lishchinsky. (2021) Ethical implications of TIMSS findings: an integrative model of student achievement. School Effectiveness and School Improvement 32:2, pages 306-325.
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Marieke Vanbuel & Kris Van den Branden. (2021) Promoting primary school pupils’ language achievement: investigating the impact of school-based language policies. School Effectiveness and School Improvement 32:2, pages 218-240.
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Alma Harris & Michelle Jones. (2021) Exploring the leadership knowledge base: evidence, implications, and challenges for educational leadership in Wales. School Leadership & Management 41:1-2, pages 41-53.
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Ridwan Maulana, Stéfanie André, Michelle Helms-Lorenz, James Ko, Seyeoung Chun, Abid Shahzad, Yulia Irnidayanti, Okhwa Lee, Thelma de Jager, Thys Coetzee & Nurul Fadhilah. (2021) Observed teaching behaviour in secondary education across six countries: measurement invariance and indication of cross-national variations. School Effectiveness and School Improvement 32:1, pages 64-95.
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Michael Schurig, Sabine Weiß, Ewald Kiel, Ulrich Heimlich & Markus Gebhardt. (2020) Assessment of the quality of inclusive schools A short form of the quality scale of inclusive school development (QU!S-S) – reliability, factorial structure and measurement invariance. International Journal of Inclusive Education 0:0, pages 1-16.
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Lena Nusser & Karin Gehrer. (2020) Addressing heterogeneity in secondary education: who benefits from differentiated instruction in German classes?. International Journal of Inclusive Education 0:0, pages 1-18.
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Marina Wenger, Holger Gärtner & Martin Brunner. (2020) To what extent are characteristics of a school’s student body, instructional quality, school quality, and school achievement interrelated?. School Effectiveness and School Improvement 31:4, pages 548-575.
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Hamis Mugendawala & Daniel Muijs. (2020) Educational process factors for effective education in resource-constrained countries: a multilevel analysis. School Effectiveness and School Improvement 31:3, pages 445-467.
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Jasna Kovačević & Philip Hallinger. (2020) Finding Europe’s niche: science mapping the knowledge base on educational leadership and management in Europe, 1960–2018. School Effectiveness and School Improvement 31:3, pages 405-425.
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Jannick Demanet, Lore Van Praag & Mieke Van Houtte. (2020) Merging Top-Down and Bottom-Up Influences on Fitting in at School. The Role of Ethnic Congruence in Overall and Interethnic Friendship Formation. The Sociological Quarterly 61:3, pages 544-566.
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Max Nachbauer & Leonidas Kyriakides. (2020) A review and evaluation of approaches to measure equity in educational outcomes. School Effectiveness and School Improvement 31:2, pages 306-331.
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Taeyoung Kim & Jaekyung Lee. (2020) Measuring teacher effectiveness for equity: value-added model of teachers’ distributive effects on classroom achievement gaps. Educational Research and Evaluation 26:1-2, pages 30-52.
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Andria Dimosthenous, Leonidas Kyriakides & Anastasia Panayiotou. (2020) Short- and long-term effects of the home learning environment and teachers on student achievement in mathematics: a longitudinal study. School Effectiveness and School Improvement 31:1, pages 50-79.
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Francisco Alegre, Lidon Moliner, Ana Maroto & Gil Lorenzo-Valentin. (2019) Peer tutoring in mathematics in primary education: a systematic review. Educational Review 71:6, pages 767-791.
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Pedro Gil-Madrona, Maria Martínez-López & María-Belén Sáez-Sánchez. (2019) Objective and subjective factors associated with Spanish students’ performance in science in PISA 2015 / Factores objetivos y subjetivos asociados al rendimiento del alumnado español en ciencias en PISA 2015. Culture and Education 31:4, pages 671-715.
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Charalambos Y. Charalambous, Ermis Kyriakides, Leonidas Kyriakides & Niki Tsangaridou. (2019) Are teachers consistently effective across subject matters? Revisiting the issue of differential teacher effectiveness. School Effectiveness and School Improvement 30:4, pages 353-379.
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Daniel Anderson. (2019) Exploring teacher and school variance in students’ within-year reading and mathematics growth. School Effectiveness and School Improvement 30:4, pages 510-530.
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Simon Burgess, Ellen Greaves & Anna Vignoles. (2019) School choice in England: evidence from national administrative data. Oxford Review of Education 45:5, pages 690-710.
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Leonidas Kyriakides, Evi Charalambous, H. P. M. (Bert) Creemers & Andria Dimosthenous. (2019) Improving quality and equity in schools in socially disadvantaged areas. Educational Research 61:3, pages 274-301.
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Irit Sasson. (2019) Pedagogical characteristics of classroom learning tasks: a three-dimensional methodological framework. Pedagogy, Culture & Society 27:2, pages 163-182.
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Griet Vanwynsberghe, Gudrun Vanlaar, Jan Van Damme & Bieke De Fraine. (2019) Long-term effects of first-grade teachers on students’ achievement: a replication study. School Effectiveness and School Improvement 30:2, pages 177-193.
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Bernardita Muñoz-Chereau. (2019) Exploring gender gap and school differential effects in mathematics in Chilean primary schools. School Effectiveness and School Improvement 30:2, pages 83-103.
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Nikolaos Karagiannis. (2019) Towards a New Economic Development Framework for the United States: The Challenge of the Developmental State Approach. Forum for Social Economics 48:2, pages 147-175.
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Viviane Robinson & Emma Gray. (2019) What difference does school leadership make to student outcomes?. Journal of the Royal Society of New Zealand 49:2, pages 171-187.
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Joacim Ramberg, Sara Brolin Låftman, Emma Fransson & Bitte Modin. (2019) School effectiveness and truancy: a multilevel study of upper secondary schools in Stockholm. International Journal of Adolescence and Youth 24:2, pages 185-198.
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Selcuk Dogan, Nihal Yurtseven & Ramazan Şamil Tatık. (2019) Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education 45:2, pages 231-249.
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Marina Pinskaya, Sergey Kosaretsky, Roman Zvyagintsev & Natalya Derbishire. (2019) Building resilient schools in Russia: effective policy strategies. School Leadership & Management 39:2, pages 127-144.
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Jazarae K. McCormick, Michael P. Brady, John D. Morris, Lawrence A. Heiser & Katie M. Miller. (2019) Further Examination of a Curriculum-Based Value-Added Model for Teacher Preparation: Exploring the Role of Teachers’ Behavior on K–12 Student Learning. The Teacher Educator 54:1, pages 60-71.
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Susan T. Skidmore, Hsien-Yuan Hsu & Matthew Fuller. (2018) A person-centred approach to understanding cultures of assessment. Assessment & Evaluation in Higher Education 43:8, pages 1241-1257.
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Michael Melkonian & Shaljan Areepattamannil. (2018) The effect of absolute age-position on academic performance: a study of secondary students in the United Arab Emirates. Educational Studies 44:5, pages 551-563.
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Breda O’Brien & Paola Iannone. (2018) Students’ experiences of teaching at secondary school and university: sharing responsibility for classroom engagement. Journal of Further and Higher Education 42:7, pages 922-936.
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Javier Rodríguez-Santero & Javier Gil-Flores. (2018) Contextual variables associated with differences in educational performance between European Union countries / Variables contextuales asociadas a las diferencias de rendimiento educativo entre los países de la Unión Europea. Culture and Education 30:4, pages 605-632.
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Anthony Kelly & Colum Elliott-Kelly. (2018) Towards a philosophy of equity in educational effectiveness research: moving from utilitarianism to a Rawlsian paradigm. School Effectiveness and School Improvement 29:4, pages 529-544.
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John Baker, Marilyn Chaseling, William Boyd & Bradley Shipway. (2018) Teachers’ response to a new mandatory professional development process: does it make a difference?. Professional Development in Education 44:4, pages 570-582.
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Alma Harris & Michelle Jones. (2018) Leading schools as learning organizations. School Leadership & Management 38:4, pages 351-354.
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Rebecca Allen & Sam Sims. (2018) Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools. Oxford Review of Education 44:4, pages 441-458.
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P. Lindfors, J. Minkkinen, A. Rimpelä & R. Hotulainen. (2018) Family and school social capital, school burnout and academic achievement: a multilevel longitudinal analysis among Finnish pupils. International Journal of Adolescence and Youth 23:3, pages 368-381.
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Orly Shapira-Lishchinsky & Miri Ben-Amram. (2018) Exploring the social ecological model based on national student achievements: extracting educational leaders’ role. International Journal of Leadership in Education 21:3, pages 380-398.
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Lorena Ortega, Lars-Erik Malmberg & Pam Sammons. (2018) School effects on Chilean children’s achievement growth in language and mathematics: An accelerated growth curve model. School Effectiveness and School Improvement 29:2, pages 308-337.
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H. Hultin, L. Ferrer-Wreder, K. Eichas, M. Karlberg, L. Grosin & M.R. Galanti. (2018) Psychometric Properties of an Instrument to Measure Social and Pedagogical School Climate Among Teachers (PESOC). Scandinavian Journal of Educational Research 62:2, pages 287-306.
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Christina Hajisoteriou, Christiana Karousiou & Panayiotis Angelides. (2018) Successful components of school improvement in culturally diverse schools. School Effectiveness and School Improvement 29:1, pages 91-112.
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Margriet van Hek, Gerbert Kraaykamp & Ben Pelzer. (2018) Do schools affect girls’ and boys’ reading performance differently? A multilevel study on the gendered effects of school resources and school practices. School Effectiveness and School Improvement 29:1, pages 1-21.
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Priyadarshani Joshi. (2018) Identifying and investigating the “best” schools: a network-based analysis. Compare: A Journal of Comparative and International Education 48:1, pages 110-127.
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Michael D. Kurtz. (2018) Value-Added and Student Growth Percentile Models: What Drives Differences in Estimated Classroom Effects?. Statistics and Public Policy 5:1, pages 1-8.
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Christian Bokhove. (2018) Exploring classroom interaction with dynamic social network analysis. International Journal of Research & Method in Education 41:1, pages 17-37.
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Pedro Goulart & Arjun S. Bedi. (2017) Interest in school and educational success in Portugal. The Journal of Educational Research 110:6, pages 589-603.
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Umiati Jawas. (2017) The influence of socio-cultural factors on leadership practices for instructional improvement in Indonesian schools. School Leadership & Management 37:5, pages 500-519.
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Gerald J. Maarman & Kim Lamont-Mbawuli. (2017) A review of challenges in South African education and possible ways to improve educational outcome as suggested by decades of research. Africa Education Review 14:3-4, pages 263-289.
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Alejandro Carrasco, Gabriel Gutiérrez & Carolina Flores. (2017) Failed regulations and school composition: selective admission practices in Chilean primary schools. Journal of Education Policy 32:5, pages 642-672.
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Anneke Timmermans & Greetje van der Werf. (2017) Accounting for previous performance of students by means of growth curves analyses to estimate the size, stability, and consistency of school effects. Educational Research and Evaluation 23:5-6, pages 221-246.
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Gary N. Marks. (2017) Is adjusting for prior achievement sufficient for school effectiveness studies?. Educational Research and Evaluation 23:5-6, pages 148-162.
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Jaap Scheerens. (2017) The perspective of “limited malleability” in educational effectiveness: treatment effects in schooling. Educational Research and Evaluation 23:5-6, pages 247-266.
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Marieke van Geel, Adrie J. Visscher & Bernard Teunis. (2017) School characteristics influencing the implementation of a data-based decision making intervention. School Effectiveness and School Improvement 28:3, pages 443-462.
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Hans Luyten, Christine Merrell & Peter Tymms. (2017) The contribution of schooling to learning gains of pupils in Years 1 to 6. School Effectiveness and School Improvement 28:3, pages 374-405.
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Alma Harris & Michelle Jones. (2017) Middle leaders matter: reflections, recognition, and renaissance. School Leadership & Management 37:3, pages 213-216.
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Ridwan Maulana, Michelle Helms-Lorenz & Wim Van de Grift. (2017) Validating a model of effective teaching behaviour of pre-service teachers. Teachers and Teaching 23:4, pages 471-493.
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Catalina Lomos. (2017) To what extent do teachers in European countries differ in their professional community practices?. School Effectiveness and School Improvement 28:2, pages 276-291.
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Griet Vanwynsberghe, Gudrun Vanlaar, Jan Van Damme & Bieke De Fraine. (2017) Long-term effects of primary schools on educational positions of students 2 and 4 years after the start of secondary education. School Effectiveness and School Improvement 28:2, pages 167-190.
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Kristof De Witte & Laura López-Torres. (2017) Efficiency in education: a review of literature and a way forward. Journal of the Operational Research Society 68:4, pages 339-363.
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Steven Puttick. (2017) ‘You’ll see that everywhere’: institutional isomorphism in secondary school subject departments. School Leadership & Management 37:1-2, pages 61-79.
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Kevin M. Williams, J. Stephen Wormith, James Bonta & Gill Sitarenios. (2017) The Use of Meta-Analysis to Compare and Select Offender Risk Instruments: A Commentary on Singh, Grann, and Fazel (2011). International Journal of Forensic Mental Health 16:1, pages 1-15.
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Min Sun, Andrew Saultz & Yincheng Ye. (2017) Federal policy and the teacher labor market: exploring the effects of NCLB school accountability on teacher turnover. School Effectiveness and School Improvement 28:1, pages 102-122.
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Thomas Perry. (2017) Inter-method reliability of school effectiveness measures: a comparison of value-added and regression discontinuity estimates. School Effectiveness and School Improvement 28:1, pages 22-38.
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Eileen G. Merritt, Natalia Palacios, Holland Banse, Sara E. Rimm-Kaufman & Micela Leis. (2017) Teaching practices in Grade 5 mathematics classrooms with high-achieving English learner students. The Journal of Educational Research 110:1, pages 17-31.
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Jennifer L. Green, Walter W. Stroup & Pamela S. Fellers. (2017) Defining Program Effects: A Distribution-Based Perspective. Statistics and Public Policy 4:1, pages 1-10.
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Daniel B. Wright. (2017) Using Graphical Models to Examine Value-Added Models. Statistics and Public Policy 4:1, pages 1-7.
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Dan Goldhaber & Richard Startz. (2017) On the Distribution of Worker Productivity: The Case of Teacher Effectiveness and Student Achievement. Statistics and Public Policy 4:1, pages 1-12.
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Vegard Johansen & Hege M. Somby. (2016) Does the “Pupil Enterprise Programme” Influence Grades Among Pupils With Special Needs?. Scandinavian Journal of Educational Research 60:6, pages 736-745.
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Richard Dembo, Jennifer Wareham, James Schmeidler & Ken C. Winters. (2016) Exploratory two-level analysis of individual- and school-level factors on truant youth emotional/psychological functioning. The Journal of Educational Research 109:6, pages 596-607.
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Giorgio Ostinelli. (2016) The many forms of research-informed practice: a framework for mapping diversity. European Journal of Teacher Education 39:5, pages 534-549.
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Selina McCoy, Bertrand Maître, Dorothy Watson & Joanne Banks. (2016) The role of parental expectations in understanding social and academic well-being among children with disabilities in Ireland. European Journal of Special Needs Education 31:4, pages 535-552.
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Jianping Shen, Xin Ma, Van E. Cooley & Walter L. Burt. (2016) Mediating effects of school process on the relationship between principals’ data-informed decision-making and student achievement. International Journal of Leadership in Education 19:4, pages 373-401.
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Katharine Burn & Ann Childs. (2016) Responding to poverty through education and teacher education initiatives: a critical evaluation of key trends in government policy in England 1997-2015. Journal of Education for Teaching 42:4, pages 387-403.
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Patricio Troncoso, Maria Pampaka & Wendy Olsen. (2016) Beyond traditional school value-added models: a multilevel analysis of complex school effects in Chile. School Effectiveness and School Improvement 27:3, pages 293-314.
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Gerald Eisenkopf & Pascal A. Sulser. (2016) Randomized controlled trial of teaching methods: Do classroom experiments improve economic education in high schools?. The Journal of Economic Education 47:3, pages 211-225.
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Kelly-Ann Allen, Dianne Vella-Brodrick & Lea Waters. (2016) Fostering School Belonging in Secondary Schools Using a Socio-Ecological Framework. Educational and Developmental Psychologist 33:1, pages 97-121.
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Oonagh Robison, Ade Kearns, Linsay Gray, Lyndal Bond & Marion Henderson. (2016) Mixed tenure communities as a policy instrument for educational outcomes in a deprived urban context?. Urban Research & Practice 9:2, pages 131-157.
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Geoff Whitty & Emma Wisby. (2016) Education in England – a testbed for network governance?. Oxford Review of Education 42:3, pages 316-329.
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André Flieller, Annette Jarlégan & Youssef Tazouti. (2016) Who benefits from dyadic teacher–student interactions in whole-class settings?. The Journal of Educational Research 109:3, pages 311-324.
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Paula E. Chan. (2016) Controlling Setting Events in the Classroom. Preventing School Failure: Alternative Education for Children and Youth 60:2, pages 87-93.
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Steven Puttick. (2016) An analysis of individual and departmental geographical stories, and their role in sustaining teachers. International Research in Geographical and Environmental Education 25:2, pages 134-150.
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Mavis Sanders. (2016) Leadership, partnerships, and organizational development: exploring components of effectiveness in three full-service community schools. School Effectiveness and School Improvement 27:2, pages 157-177.
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Mechteld F. van Kuijk, Marjolein I. Deunk, Roel J. Bosker & Evelien S. Ritzema. (2016) Goals, data use, and instruction: the effect of a teacher professional development program on reading achievement. School Effectiveness and School Improvement 27:2, pages 135-156.
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Panayiota Kendeou, Jason L. G. Braasch & Ivar Bråten. (2016) Optimizing Conditions for Learning: Situating Refutations in Epistemic Cognition. The Journal of Experimental Education 84:2, pages 245-263.
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Gudrun Vanlaar, Leonidas Kyriakides, Anastasia Panayiotou, Machteld Vandecandelaere, Léan McMahon, Bieke De Fraine & Jan Van Damme. (2016) Do the teacher and school factors of the dynamic model affect high- and low-achieving student groups to the same extent? a cross-country study. Research Papers in Education 31:2, pages 183-211.
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Jai Singh. (2016) Effect of school and home factors on learning outcomes at elementary school level: a hierarchical linear model. Education 3-13 44:2, pages 116-139.
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Hasan Çakır & Barbara A. Bichelmeyer. (2016) Effects of teacher professional characteristics on student achievement: an investigation in blended learning environment with standards-based curriculum. Interactive Learning Environments 24:1, pages 20-32.
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B. Muñoz-Chereau & S.M. Thomas. (2016) Educational effectiveness in Chilean secondary education: comparing different ‘value added’ approaches to evaluate schools. Assessment in Education: Principles, Policy & Practice 23:1, pages 26-52.
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José Francisco Soares, Maria Teresa Gonzaga Alves & Flavia Pereira Xavier. (2016) Effects of Brazilian schools on student learning. Assessment in Education: Principles, Policy & Practice 23:1, pages 75-97.
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Graham Hobbs. (2016) Explaining social class inequalities in educational achievement in the UK: quantifying the contribution of social class differences in school ‘effectiveness’. Oxford Review of Education 42:1, pages 16-35.
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Kim Stroet, Marie-Christine Opdenakker & Alexander Minnaert. (2016) Fostering early adolescents’ motivation: a longitudinal study into the effectiveness of social constructivist, traditional and combined schools for prevocational education. Educational Psychology 36:1, pages 1-25.
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Francis L. Huang. (2016) Alternatives to Multilevel Modeling for the Analysis of Clustered Data. The Journal of Experimental Education 84:1, pages 175-196.
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Margarita Pivovarova, Audrey Amrein-Beardsley & Jennifer Broatch. (2016) Value-Added Models (VAMs): Caveat Emptor. Statistics and Public Policy 3:1, pages 1-9.
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Anastasia Panayiotou, Leonidas Kyriakides & Bert P.M. Creemers. (2016) Testing the validity of the dynamic model at school level: a European study. School Leadership & Management 36:1, pages 1-20.
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Nikša Alfirević, Jurica Pavičić & Renata Relja. (2016) School management innovation and principal support systems: toward the agenda for Croatian school reform. Economic Research-Ekonomska Istraživanja 29:1, pages 1150-1164.
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Nina Lutfi Abdul Razzak. (2015) The lived-through experience of the senior teacher: A closer look at a middle management and leadership position in Bahraini public schools. Cogent Education 2:1.
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Roelande H. Hofman, W.H. Adriaan Hofman & John M. Gray. (2015) Three conjectures about school effectiveness: An exploratory study. Cogent Education 2:1.
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Ridwan Maulana, Marie-Christine Opdenakker & Perry den Brok. (2015) Within-year changes of lesson structure: an exploration of pedagogical functions of lessons by means of multilevel growth curve modelling in Indonesia. Teachers and Teaching 21:7, pages 843-866.
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Yolanda Ruiz de Zarobe & Do Coyle. (2015) Towards new learning partnerships in bilingual educational contexts – raising learner awareness and creating conditions for reciprocity and pedagogic attention
. International Journal of Multilingualism 12:4, pages 471-493.
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Panayiotis Antoniou, Leonidas Kyriakides & Bert P. M. Creemers. (2015) The Dynamic Integrated Approach to teacher professional development: rationale and main characteristics. Teacher Development 19:4, pages 535-552.
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Steven J. Courtney & Helen M. Gunter. (2015) Get off my bus! School leaders, vision work and the elimination of teachers. International Journal of Leadership in Education 18:4, pages 395-417.
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Anne Bert Dijkstra, Femke Geijsel, Guuske Ledoux, Ineke van der Veen & Geert ten Dam. (2015) Effects of school quality, school citizenship policy, and student body composition on the acquisition of citizenship competences in the final year of primary education. School Effectiveness and School Improvement 26:4, pages 524-553.
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Siebrich de Vries, Ellen P.W.A. Jansen, Michelle Helms-Lorenz & Wim J.C.M. van de Grift. (2015) Student teachers’ participation in learning activities and effective teaching behaviours. European Journal of Teacher Education 38:4, pages 460-483.
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Feyisa Demie. (2015) Language diversity and attainment in schools: implication for policy and practice. Race Ethnicity and Education 18:5, pages 723-737.
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Yolanda Ruiz de Zarobe & Victoria Zenotz. (2015) Reading strategies and CLIL: the effect of training in formal instruction. The Language Learning Journal 43:3, pages 319-333.
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Andrew T. Roach, Alexander Kurz & Stephen N. Elliott. (2015) Facilitating Opportunity to Learn for Students With Disabilities With Instructional Feedback Data. Preventing School Failure: Alternative Education for Children and Youth 59:3, pages 168-178.
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Gregory J. Palardy. (2015) High school socioeconomic composition and college choice: multilevel mediation via organizational habitus, school practices, peer and staff attitudes. School Effectiveness and School Improvement 26:3, pages 329-353.
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Gary N. Marks. (2015) The size, stability, and consistency of school effects: evidence from Victoria. School Effectiveness and School Improvement 26:3, pages 397-414.
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Anneke C. Timmermans & Sally M. Thomas. (2015) The impact of student composition on schools’ value-added performance: a comparison of seven empirical studies. School Effectiveness and School Improvement 26:3, pages 487-498.
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Rafael Mitchell. (2015) The implications of school improvement and school effectiveness research for primary school principals in Ethiopia. Educational Review 67:3, pages 328-342.
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Joanne Banks & Emer Smyth. (2015) ‘Your whole life depends on it’: academic stress and high-stakes testing in Ireland. Journal of Youth Studies 18:5, pages 598-616.
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Helena Thuneberg, Jarkko Hautamäki & Risto Hotulainen. (2015) Scientific Reasoning, School Achievement and Gender: a Multilevel Study of between and within School Effects in Finland. Scandinavian Journal of Educational Research 59:3, pages 337-356.
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Anthony Kelly. (2015) Measuring equity in educational effectiveness research: the properties and possibilities of quantitative indicators. International Journal of Research & Method in Education 38:2, pages 115-136.
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Kostas Dimopoulos, Katerina Dalkavouki & Vasilis Koulaidis. (2015) Job realities of primary school principals in Greece: similarities and variations in a highly centralized system. International Journal of Leadership in Education 18:2, pages 197-224.
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Ridwan Maulana, Michelle Helms-Lorenz & Wim van de Grift. (2015) Development and evaluation of a questionnaire measuring pre-service teachers’ teaching behaviour: a Rasch modelling approach. School Effectiveness and School Improvement 26:2, pages 169-194.
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James Ko, Philip Hallinger & Allan Walker. (2015) Exploring whole school versus subject department improvement in Hong Kong secondary schools. School Effectiveness and School Improvement 26:2, pages 215-239.
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Paul Cooper & Zi Yan. (2015) Some possible effects of behaviour management training on teacher confidence and competence: evidence from a study of primary school teachers in Hong Kong. Educational Studies 41:1-2, pages 156-170.
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Monica Elena Mincu. (2015) Teacher quality and school improvement: what is the role of research?. Oxford Review of Education 41:2, pages 253-269.
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Étienne Charbonneau & Gregg G. Van Ryzin. (2015) Benchmarks and Citizen Judgments of Local Government Performance: Findings from a survey experiment. Public Management Review 17:2, pages 288-304.
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Alexander Renkl. (2015) Different roads lead to Rome: the case of principle-based cognitive skills. Learning: Research and Practice 1:1, pages 79-90.
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Dan Goldhaber & Duncan Dunbar Chaplin. (2015) Assessing the “Rothstein Falsification Test”: Does It Really Show Teacher Value-Added Models Are Biased?. Journal of Research on Educational Effectiveness 8:1, pages 8-34.
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Jaap Scheerens, Hans Luyten, Stéphanie M. van den Berg & Cees A. W. Glas. (2015) Exploration of direct and indirect associations of system-level policy-amenable variables with reading literacy performance. Educational Research and Evaluation 21:1, pages 15-39.
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Miguel-Ángel Pertegal, Alfredo Oliva & Ángel Hernando. (2015) Evaluating the school assets that promote positive adolescent development from the perspective of the student / La evaluación de los activos escolares para el desarrollo positivo adolescente desde la perspectiva del alumnado. Culture and Education 27:1, pages 33-63.
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Ioulia Televantou, Herbert W. Marsh, Leonidas Kyriakides, Benjamin Nagengast, John Fletcher & Lars-Erik Malmberg. (2015) Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models. School Effectiveness and School Improvement 26:1, pages 75-101.
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Guillermo Vallejo, Paula Fernández, Marcelino Cuesta & Pablo E. Livacic-Rojas. (2015) Effects of Modeling the Heterogeneity on Inferences Drawn from Multilevel Designs. Multivariate Behavioral Research 50:1, pages 75-90.
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Dan Goldhaber, Joe Walch & Brian Gabele. (2014) Does the Model Matter? Exploring the Relationship Between Different Student Achievement-Based Teacher Assessments. Statistics and Public Policy 1:1, pages 28-39.
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Mark Ehlert, Cory Koedel, Eric Parsons & Michael J. Podgursky. (2014) The Sensitivity of Value-Added Estimates to Specification Adjustments: Evidence From School- and Teacher-Level Models in Missouri. Statistics and Public Policy 1:1, pages 19-27.
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Glenn S. Baete & Craig Hochbein. (2014) Project Proficiency: Assessing the Independent Effects of High School Reform in an Urban District. The Journal of Educational Research 107:6, pages 493-511.
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Alison Kington, Nick Reed & Pam Sammons. (2014) Teachers’ constructs of effective classroom practice: variations across career phases. Research Papers in Education 29:5, pages 534-556.
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Michael Samuel. (2014) South African teacher voices: recurring resistances and reconstructions for teacher education and development. Journal of Education for Teaching 40:5, pages 610-621.
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Xin Ma, Jianping Shen & Huilan Y. Krenn. (2014) The relationship between parental involvement and adequate yearly progress among urban, suburban, and rural schools. School Effectiveness and School Improvement 25:4, pages 629-650.
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Holger Gaertner, Sebastian Wurster & Hans Anand Pant. (2014) The effect of school inspections on school improvement. School Effectiveness and School Improvement 25:4, pages 489-508.
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Michael Hansen. (2014) Characteristics of Schools Successful in STEM: Evidence from Two States’ Longitudinal Data. The Journal of Educational Research 107:5, pages 374-391.
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Leonidas Kyriakides, Bert P. M. Creemers, Dona Papastylianou & Marietta Papadatou-Pastou. (2014) Improving the School Learning Environment to Reduce Bullying: An Experimental Study. Scandinavian Journal of Educational Research 58:4, pages 453-478.
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Christopher Chapman & Daniel Muijs. (2014) Does school-to-school collaboration promote school improvement? A study of the impact of school federations on student outcomes. School Effectiveness and School Improvement 25:3, pages 351-393.
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Marloes de Lange, Jaap Dronkers & Maarten H. J. Wolbers. (2014) Single-parent family forms and children’s educational performance in a comparative perspective: effects of school’s share of single-parent families. School Effectiveness and School Improvement 25:3, pages 329-350.
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Wim J.C.M. van de Grift. (2014) Measuring teaching quality in several European countries. School Effectiveness and School Improvement 25:3, pages 295-311.
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Husein Taherbhai, Daeryong Seo & Kimberly O’Malley. (2014) Formative Information Using Student Growth Percentiles for the Quantification of English Language Learners’ Progress in Language Acquisition. Applied Measurement in Education 27:3, pages 196-213.
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Jo Fletcher. (2014) A review of “effective” reading literacy practices for young adolescent 11 to 13 year old students. Educational Review 66:3, pages 293-310.
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Anne West. (2014) Academies in England and independent schools (fristående skolor) in Sweden: policy, privatisation, access and segregation. Research Papers in Education 29:3, pages 330-350.
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Rebecca Morris. (2014) The admissions criteria of secondary Free Schools. Oxford Review of Education 40:3, pages 389-409.
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Jaap Scheerens. (2014) School, teaching, and system effectiveness: some comments on three state-of-the-art reviews. School Effectiveness and School Improvement 25:2, pages 282-290.
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David Hopkins, Sam Stringfield, Alma Harris, Louise Stoll & Tony Mackay. (2014) School and system improvement: a narrative state-of-the-art review. School Effectiveness and School Improvement 25:2, pages 257-281.
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Daniel Muijs, Leonidas Kyriakides, Greetje van der Werf, Bert Creemers, Helen Timperley & Lorna Earl. (2014) State of the art – teacher effectiveness and professional learning. School Effectiveness and School Improvement 25:2, pages 231-256.
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David Reynolds, Pam Sammons, Bieke De Fraine, Jan Van Damme, Tony Townsend, Charles Teddlie & Sam Stringfield. (2014) Educational effectiveness research (EER): a state-of-the-art review. School Effectiveness and School Improvement 25:2, pages 197-230.
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Leonidas Kyriakides, Bert P.M. Creemers, Anastasia Panayiotou, Gudrun Vanlaar, Michael Pfeifer, Gašper Cankar & Léan McMahon. (2014) Using student ratings to measure quality of teaching in six European countries. European Journal of Teacher Education 37:2, pages 125-143.
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Daniel Gleason. (2014) Reformers, Batting Averages, and Malpractice: The Case for Caution in Value-Added Use. The Educational Forum 78:2, pages 128-141.
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Ashley M. Groh, R. Pasco Fearon, Marian J. Bakermans-Kranenburg, Marinus H. van IJzendoorn, Ryan D. Steele & Glenn I. Roisman. (2014) The significance of attachment security for children’s social competence with peers: a meta-analytic study. Attachment & Human Development 16:2, pages 103-136.
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Steve Strand. (2014) School effects and ethnic, gender and socio-economic gaps in educational achievement at age 11. Oxford Review of Education 40:2, pages 223-245.
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Tinneke Boonen, Maarten Pinxten, Jan Van Damme & Patrick Onghena. (2014) Should schools be optimistic? An investigation of the association between academic optimism of schools and student achievement in primary education. Educational Research and Evaluation 20:1, pages 3-24.
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MariaEugénia Ferrão & AlcinoPinto Couto. (2014) The use of a school value-added model for educational improvement: a case study from the Portuguese primary education system. School Effectiveness and School Improvement 25:1, pages 174-190.
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Tinneke Boonen, Jan Van Damme & Patrick Onghena. (2014) Teacher effects on student achievement in first grade: which aspects matter most?. School Effectiveness and School Improvement 25:1, pages 126-152.
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Xavier Dumay, Rob Coe & DicksonNkafu Anumendem. (2014) Stability over time of different methods of estimating school performance. School Effectiveness and School Improvement 25:1, pages 64-82.
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Lorraine Gilleece. (2014) Understanding achievement differences between schools in Ireland – can existing data-sets help?. Irish Educational Studies 33:1, pages 75-98.
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M.M. Camina & P. Iannone. (2014) Housing mix, school mix: barriers to success. Journal of Education Policy 29:1, pages 19-43.
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Stephanie Moller, Elizabeth Stearns, Stephanie Southworth & Stephanie Potochnick. (2013) Changing course: the gender gap in college selectivity and opportunities to learn in the high school curriculum. Gender and Education 25:7, pages 851-871.
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Michael Leucht, Julia Prieβ-Buchheit, HansAnand Pant & Olaf Köller. (2013) Sometimes less is more: educational effectiveness of English as a foreign language instruction in German classrooms. School Effectiveness and School Improvement 24:4, pages 435-451.
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Rob Webster & Peter Blatchford. (2013) The educational experiences of pupils with a Statement for special educational needs in mainstream primary schools: results from a systematic observation study. European Journal of Special Needs Education 28:4, pages 463-479.
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David Hall & Lisa Jones. (2013) Social class (in)visibility and the professional experiences of middle-class novice teachers. Journal of Education for Teaching 39:4, pages 416-428.
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M.A. Hendriks & J. Scheerens. (2013) School leadership effects revisited: a review of empirical studies guided by indirect-effect models. School Leadership & Management 33:4, pages 373-394.
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QING GU & OLOF JOHANSSON. (2013) Sustaining school performance: school contexts matter. International Journal of Leadership in Education 16:3, pages 301-326.
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Christopher Downey, Jenny Byrne & Ana Souza. (2013) Leading and managing the competence-based curriculum: conscripts, volunteers and champions at work within the departmentalised environment of the secondary school. The Curriculum Journal 24:3, pages 369-388.
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Margaret Jean Evans & Naina Cowell. (2013) Real school improvement: is it in the eye of the beholder?. Educational Psychology in Practice 29:3, pages 219-242.
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Karen Hammerness. (2013) Examining Features of Teacher Education in Norway. Scandinavian Journal of Educational Research 57:4, pages 400-419.
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Christopher Chapman. (2013) Academy Federations, Chains, and Teaching Schools in England: Reflections on Leadership, Policy, and Practice. Journal of School Choice 7:3, pages 334-352.
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Pam Sammons, James Hall, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford & Brenda Taggart. (2013) Protecting the development of 5–11-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness. School Effectiveness and School Improvement 24:2, pages 251-268.
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Jerissa de Bilde, Jan Van Damme, Carl Lamote & Bieke De Fraine. (2013) Can alternative education increase children's early school engagement? A longitudinal study from kindergarten to third grade. School Effectiveness and School Improvement 24:2, pages 212-233.
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James Hall, Kathy Sylva, Pam Sammons, Edward Melhuish, Iram Siraj-Blatchford & Brenda Taggart. (2013) Can preschool protect young children’s cognitive and social development? Variation by center quality and duration of attendance. School Effectiveness and School Improvement 24:2, pages 155-176.
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Pam Sammons, Yvonne Anders & James Hall. (2013) Educational effectiveness approaches in early childhood research across Europe. School Effectiveness and School Improvement 24:2, pages 131-137.
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Wen-Chung Wang & Xue-Lan Qiu. (2013) A Multidimensional and Multilevel Extension of a Random-Effect Approach to Subjective Judgment in Rating Scales. Multivariate Behavioral Research 48:3, pages 398-427.
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Stephen Gorard, Rita Hordosy & Beng
Huat See. (2013) Narrowing Down the Determinants of Between-School Segregation: An Analysis of the Intake to All Schools in England, 1989–2011. Journal of School Choice 7:2, pages 182-195.
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