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Andrew Dawes, Linda Biersteker, Matthew Snelling, Jessica Horler & Elizabeth Girdwood. (2023) To What Extent Can Community-based Playgroup Programmes Targeting Low-income Children Improve Learning Outcomes Prior to Entering the Reception Year in South Africa? A Quasi-experimental Field Study. Early Education and Development 34:1, pages 256-273.
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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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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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Valérie Thomas, Jeltsen Peeters, Free De Backer & Koen Lombaerts. (2022) Determinants of self-regulated learning practices in elementary education: a multilevel approach. Educational Studies 48:1, pages 126-148.
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Leonidas Kyriakides, Panayiotis Antoniou & Andria Dimosthenous. (2021) Does the duration of school interventions matter? The effectiveness and sustainability of using the dynamic approach to promote quality and equity. School Effectiveness and School Improvement 32:4, pages 607-630.
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Hafsat Aliyu Bada, Tengku Faekah Tengku Ariffin & Hasniza Binti Nordin. (2020) The Effectiveness of Teachers in Nigerian Secondary Schools: The Role of Instructional Leadership of Principals. International Journal of Leadership in Education 0:0, pages 1-28.
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Leonidas Kyriakides & Evi Charalambous. (2020) Testing the theoretical framework of whole school interventions aiming to promote student learning outcomes: the contribution of multilevel structural equation modelling. International Journal of Research & Method in Education 43:4, pages 395-412.
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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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Anna Toropova, Stefan Johansson & Eva Myrberg. (2019) The role of teacher characteristics for student achievement in mathematics and student perceptions of instructional quality. Education Inquiry 10:4, pages 275-299.
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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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Sandy Taut, Daniela Jiménez, Sofia Puente-Duran, Diego Palacios, Maria Inés Godoy & Jorge Manzi. (2019) Evaluating the quality of teaching: can there be valid differentiation in the middle of the performance distribution?. School Effectiveness and School Improvement 30:3, pages 328-348.
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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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Salleh Hairon, Jonathan Wee Pin Goh, Catherine Siew Kheng Chua & Li-yi Wang. (2017) A research agenda for professional learning communities: moving forward. Professional Development in Education 43:1, pages 72-86.
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Anna J. Egalite & Brian Kisida. (2016) School size and student achievement: a longitudinal analysis. School Effectiveness and School Improvement 27:3, pages 406-417.
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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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H.W. Ker. (2016) The impacts of student-, teacher- and school-level factors on mathematics achievement: an exploratory comparative investigation of Singaporean students and the USA students. Educational Psychology 36:2, pages 254-276.
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Nico Rutten, Jan T. van der Veen & Wouter R. van Joolingen. (2015) Inquiry-Based Whole-Class Teaching with Computer Simulations in Physics. International Journal of Science Education 37:8, pages 1225-1245.
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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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Stefan Johansson, Rolf Strietholt, Monica Rosén & Eva Myrberg. (2014) Valid inferences of teachers’ judgements of pupils’ reading literacy: does formal teacher competence matter?. School Effectiveness and School Improvement 25:3, pages 394-407.
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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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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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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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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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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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BertP.M. Creemers, Leonidas Kyriakides & Panayiotis Antoniou. (2013) A dynamic approach to school improvement: main features and impact. School Leadership & Management 33:2, pages 114-132.
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Jaap Scheerens. (2013) The use of theory in school effectiveness research revisited. School Effectiveness and School Improvement 24:1, pages 1-38.
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Alma Harris, Christopher Chapman, Daniel Muijs, David Reynolds, Carol Campbell, Bert Creemers, Lorna Earl, Leonidas Kyriakides, Gonzalo Munoz, Louise Stoll, Sam Stringfield, Boudewijn van Velzen & Jose Weinstein. (2013) Getting lost in translation? An analysis of the international engagement of practitioners and policy-makers with the educational effectiveness research base. School Leadership & Management 33:1, pages 3-19.
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Panayiotis Antoniou. (2012) The short- and long-term effects of secondary schools upon students’ academic success and development. Educational Research and Evaluation 18:7, pages 621-639.
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Tommaso Agasisti & Samuele Murtinu. (2012) ‘Perceived’ competition and performance in Italian secondary schools: new evidence from OECD–PISA 2006. British Educational Research Journal 38:5, pages 841-858.
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P.M. Creemers. (2012) School policy on teaching and school learning environment: direct and indirect effects upon student outcome measures. Educational Research and Evaluation 18:5, pages 403-424.
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Demetris Demetriou & Leonidas Kyriakides. (2012) The impact of school self-evaluation upon student achievement: a group randomisation study. Oxford Review of Education 38:2, pages 149-170.
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Mee-Ok Cho, Vanessa Scherman & Estelle Gaigher. (2012) Development of a model of effectiveness in science education to explore differential science performance: A case of South Africa. African Journal of Research in Mathematics, Science and Technology Education 16:2, pages 158-175.
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Farahnaz Faez. (2011) ARE YOU A NATIVE SPEAKER OF ENGLISH? MOVING BEYOND A SIMPLISTIC DICHOTOMY. Critical Inquiry in Language Studies 8:4, pages 378-399.
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L. Kyriakides & B.P. M. Creemers. (2011) Can Schools Achieve Both Quality and Equity? Investigating the Two Dimensions of Educational Effectiveness. Journal of Education for Students Placed at Risk (JESPAR) 16:4, pages 237-254.
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Anne
G. Danielsen, Kyrre Breivik & Bente Wold. (2011) Do Perceived Academic Competence and School Satisfaction Mediate the Relationships Between Perceived Support Provided by Teachers and Classmates, and Academic Initiative?. Scandinavian Journal of Educational Research 55:4, pages 379-401.
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Mari-Anne Sørlie & Torbjørn Torsheim. (2011) Multilevel analysis of the relationship between teacher collective efficacy and problem behaviour in school. School Effectiveness and School Improvement 22:2, pages 175-191.
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Craig Hochbein & Daniel Duke. (2011) Crossing the line: examination of student demographic changes concomitant with declining academic performance in elementary schools. School Effectiveness and School Improvement 22:1, pages 87-118.
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BertP.M. Creemers & Leonidas Kyriakides. (2010) Explaining stability and changes in school effectiveness by looking at changes in the functioning of school factors. School Effectiveness and School Improvement 21:4, pages 409-427.
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Sibel Telli, Perry den Brok & Jale Cakiroglu. (2010) The importance of teacher–student interpersonal relationships for Turkish students’ attitudes towards science. Research in Science & Technological Education 28:3, pages 261-276.
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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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RoelandeH. Hofman, Jan de Boom & W.H.
Adriaan Hofman. (2010) Quality control in primary schools: progress from 2001–2006. School Leadership & Management 30:4, pages 335-350.
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Ellen D'Haenens, Jan Van Damme & Patrick Onghena. (2010) Multilevel exploratory factor analysis: illustrating its surplus value in educational effectiveness research. School Effectiveness and School Improvement 21:2, pages 209-235.
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Bert Creemers & Leonidas Kyriakides. (2010) School Factors Explaining Achievement on Cognitive and Affective Outcomes: Establishing a Dynamic Model of Educational Effectiveness. Scandinavian Journal of Educational Research 54:3, pages 263-294.
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B.P.M. Creemers & Leonidas Kyriakides. (2010) Using the Dynamic Model to develop an evidence-based and theory-driven approach to school improvement. Irish Educational Studies 29:1, pages 5-23.
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Rubén Alberto Cervini. (2009) Class, school, municipal, and state effects on mathematics achievement in Argentina: a multilevel analysis. School Effectiveness and School Improvement 20:3, pages 319-340.
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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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Darko Zupanc, Matjaž Urank & Matevž Bren. (2009) Variability analysis for effectiveness and improvement in classrooms and schools in upper secondary education in Slovenia: Assessment of/for Learning Analytic Tool. School Effectiveness and School Improvement 20:1, pages 89-122.
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BertP.M. Creemers. (2008) The AERA Handbooks of Research on Teaching: implications for educational effectiveness research. School Effectiveness and School Improvement 19:4, pages 473-477.
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Daniel Muijs. (2008) Educational effectiveness and the legacy of Bert P.M. Creemers. School Effectiveness and School Improvement 19:4, pages 463-472.
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Leonidas Kyriakides. (2008) Testing the validity of the comprehensive model of educational effectiveness: a step towards the development of a dynamic model of effectiveness. School Effectiveness and School Improvement 19:4, pages 429-446.
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Yin
Cheong Cheng & MagdalenaM.C. Mok. (2008) What effective classroom? Towards a paradigm shift. School Effectiveness and School Improvement 19:4, pages 365-385.
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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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BertP. M. Creemers. (2006) The importance and perspectives of international studies in educational effectiveness. Educational Research and Evaluation 12:6, pages 499-511.
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