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Deepika Menon, Jeanna R Wieselmann, Sarah Haines & Sumreen Asim. (2024) A Meta-Synthesis of the Literature on Science & Engineering Teaching Self-Efficacy: Current Gaps and Future Research Directions. Journal of Science Teacher Education 0:0, pages 1-24.
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Prince Yeboah Asare & Samuel Kobina Amo. (2023) Developing preservice teachers’ teaching engagement efficacy: A classroom managerial implication. Cogent Education 10:1.
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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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Omid Mazandarani. (2022) The status quo of L2 vis-à-vis general teacher education. Educational Studies 48:1, pages 1-19.
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Mohammad Reza Ghorbani & Seyyed Ehsan Golparvar. (2020) Modeling the relationship between socioeconomic status, self-initiated, technology-enhanced language learning, and language outcome. Computer Assisted Language Learning 33:5-6, pages 607-627.
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Leonidas Kyriakides, Bert P.M. Creemers & Evi Charalambous. (2019) Searching for differential teacher and school effectiveness in terms of student socioeconomic status and gender: implications for promoting equity. School Effectiveness and School Improvement 30:3, pages 286-308.
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Maria Keilow, Anders Holm, Mette Friis-Hansen & Rune Müller Kristensen. (2019) Effects of a classroom management intervention on student selective attention: results from a randomized controlled trial. School Effectiveness and School Improvement 30:2, pages 194-211.
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Daniel H. Caro, Leonidas Kyriakides & Ioulia Televantou. (2018) Addressing omitted prior achievement bias in international assessments: an applied example using PIRLS-NPD matched data. Assessment in Education: Principles, Policy & Practice 25:1, pages 5-27.
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Paul A. Crutcher & Samina Naseem. (2016) Cheerleading and cynicism of effective mentoring in current empirical research. Educational Review 68:1, pages 40-55.
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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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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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Jenny Lenkeit. (2013) Effectiveness measures for cross-sectional studies: a comparison of value-added models and contextualised attainment models. School Effectiveness and School Improvement 24:1, pages 1-25.
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Jack Leonard, Katherine Petta & Christina Porter. (2012) A fresh look at graduate programs in teacher leadership in the United States. Professional Development in Education 38:2, pages 189-204.
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EdwardM. Sosu, Peter Mtika & Laura Colucci‐Gray. (2010) Does initial teacher education make a difference? The impact of teacher preparation on student teachers’ attitudes towards educational inclusion. Journal of Education for Teaching 36:4, pages 389-405.
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Kim Schildkamp & Adrie Visscher. (2010) The utilisation of a school self‐evaluation instrument. Educational Studies 36:4, pages 371-389.
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Leonidas Kyriakides, Bert Creemers, Panayiotis Antoniou & Demetris Demetriou. (2010) A synthesis of studies searching for school factors: implications for theory and research. British Educational Research Journal 36:5, pages 807-830.
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Leonidas Kyriakides & Hans Luyten. (2009) The contribution of schooling to the cognitive development of secondary education students in Cyprus: an application of regression discontinuity with multiple cut-off points. School Effectiveness and School Improvement 20:2, pages 167-186.
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Leonidas Kyriakides & BertP.M. Creemers. (2009) The effects of teacher factors on different outcomes: two studies testing the validity of the dynamic model. Effective Education 1:1, pages 61-85.
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Leonidas Kyriakides & Niki Tsangaridou. (2008) Towards the development of generic and differentiated models of educational effectiveness: a study on school and teacher effectiveness in physical education. British Educational Research Journal 34:6, pages 807-838.
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Leonidas Kyriakides & BertP. M. Creemers. (2008) A longitudinal study on the stability over time of school and teacher effects on student outcomes. Oxford Review of Education 34:5, pages 521-545.
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Leonidas Kyriakides & BertP.M. Creemers. (2008) Using a multidimensional approach to measure the impact of classroom-level factors upon student achievement: a study testing the validity of the dynamic model. School Effectiveness and School Improvement 19:2, pages 183-205.
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MelissaJ. Buehler & AnthonyS. Marcum. (2007) Looking into the Teaching Crystal: Graduate Teaching and the Future of Political Science. Journal of Political Science Education 3:1, pages 21-38.
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B.P. M. Creemers & L. Kyriakides. (2006) Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model. School Effectiveness and School Improvement 17:3, pages 347-366.
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StevenE. Stemler, JulianG. Elliott, ElenaL. Grigorenko & RobertJ. Sternberg. (2006) There’s more to teaching than instruction: seven strategies for dealing with the practical side of teaching
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Leonidas Kyriakides, Demetris Demetriou & Charalambos Charalambous. (2006) Generating criteria for evaluating teachers through teacher effectiveness research. Educational Research 48:1, pages 1-20.
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Daniel Muijs. (2006) Measuring teacher effectiveness: Some methodological reflections. Educational Research and Evaluation 12:1, pages 53-74.
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Amita Gupta. (2006) Early Experiences and Personal Funds of Knowledge and Beliefs of Immigrant and Minority Teacher Candidates Dialog with Theories of Child Development in a Teacher Education Classroom. Journal of Early Childhood Teacher Education 27:1, pages 3-18.
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Leonidas Kyriakides. (2005) Extending the Comprehensive Model of Educational Effectiveness by an Empirical Investigation. School Effectiveness and School Improvement 16:2, pages 103-152.
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R.J. Campbell, L. Kyriakides, R.D. Muijs & W. Robinson. (2004) Effective teaching and values: some implications for research and teacher appraisal. Oxford Review of Education 30:4, pages 451-465.
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Articles from other publishers (52)
Peter Graf. (2023) Making Sense of Today’s Use of Student Evaluations of Teaching (SET). Human Arenas 7:2, pages 446-450.
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Yuhuan Zhang, Tian Li, Jianzhong Xu, Shuang Chen, Liping Lu & Lidong Wang. (2023) More homework improve mathematics achievement? Differential effects of homework time on different facets of students' mathematics achievement: A longitudinal study in China. British Journal of Educational Psychology 94:1, pages 181-197.
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Yuhuan Zhang, Xiaohui Wu, Shuang Chen, Chengcheng Cui, Yahan He & Lidong Wang. (2024) Differential effects of private tutoring on groups of students’ mathematics achievements: a longitudinal study. Educational Studies in Mathematics 115:2, pages 197-222.
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Xumei Fan. (2023) Accountability in the evaluation of teacher effectiveness: views of teachers and administrators. Educational Assessment, Evaluation and Accountability 35:4, pages 585-611.
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Peter R. Albion, Jo Tondeur, Alona Forkosh-Baruch & Jef Peeraer. (2015) Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies 20:4, pages 655-673.
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