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School Effectiveness and School Improvement
An International Journal of Research, Policy and Practice
Volume 7, 1996 - Issue 3
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Original Articles

School Level Conditions Affecting the Effectiveness of Instruction

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Pages 197-228 | Published online: 03 Aug 2006

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Read on this site (33)

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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Selçuk Doğan & Nihal Yurtseven. (2018) Professional learning as a predictor for instructional quality: a secondary analysis of TALIS. School Effectiveness and School Improvement 29:1, pages 64-90.
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Luis Alejandro Lopez-Agudo & Oscar David Marcenaro-Gutierrez. (2017) Engaging children in lessons: the role of efficient and effective teachers. School Effectiveness and School Improvement 28:4, pages 650-669.
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Nahia Intxausti, Feli Etxeberria & Isabel Bartau. (2017) Effective and inclusive schools? Attention to diversity in highly effective schools in the Autonomous Region of the Basque Country. International Journal of Inclusive Education 21:1, pages 14-30.
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Joseph Murphy, Christine M. Neumerski, Ellen Goldring, Jason Grissom & Andy Porter. (2016) Bottling fog? The quest for instructional management. Cambridge Journal of Education 46:4, pages 455-471.
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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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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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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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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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Francesco Sofo, Robert Fitzgerald & Umiati Jawas. (2012) Instructional leadership in Indonesian school reform: overcoming the problems to move forward. School Leadership & Management 32:5, pages 503-522.
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Ebru Melek Koç. (2011) Development of mentor teacher role inventory. European Journal of Teacher Education 34:2, pages 193-208.
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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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Kenneth Leithwood, Alma Harris & David Hopkins. (2008) Seven strong claims about successful school leadership. School Leadership & Management 28:1, pages 27-42.
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Heidi Pustjens, Eva Van de gaer, Jan Van Damme, Patrick Onghena & Georges Van Landeghem. (2007) The short‐term and the long‐term effect of primary schools and classes on mathematics and language achievement scores. British Educational Research Journal 33:3, pages 419-440.
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Kenneth Leithwood. (2006) The 2005 Willower Family Lecture: Leadership According to the Evidence. Leadership and Policy in Schools 5:3, pages 177-202.
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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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Tony Bush, AnnR. J. Briggs & David Middlewood. (2006) The impact of school leadership development: evidence from the ‘new visions’ programme for early headship. Journal of In-Service Education 32:2, pages 185-200.
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Roelande H. Hofman & Hilde Steenbergen. (2004) The Effectiveness of Policy Programs for Disadvantaged Pupils. Journal of Education for Students Placed at Risk (JESPAR) 9:3, pages 215-239.
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Roelande H. Hofman, W. H. Adriaan Hofman & Henk Guldemond. (2002) School governance, culture, and student achievement. International Journal of Leadership in Education 5:3, pages 249-272.
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Thoni Houtveen & Willem Van de Grift. (2001) Inclusion and Adaptive Instruction in Elementary Education. Journal of Education for Students Placed at Risk (JESPAR) 6:4, pages 389-409.
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Marie-Christine Opdenakker & JanVan Damme. (2001) Relationship between School Composition and Characteristics of School Process and their Effect on Mathematics Achievement. British Educational Research Journal 27:4, pages 407-432.
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Roelande H. Hofman, W. H. Adriaan Hofman & Henk Guldemond. (2001) The effectiveness of cohesive schools. International Journal of Leadership in Education 4:2, pages 115-135.
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Kenneth Leithwood & Lorna Earl. (2000) Educational Accountability Effects: An International Perspective. Peabody Journal of Education 75:4, pages 1-18.
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PeterW. Hill. (1998) Shaking the Foundations: Research Driven School Reform. School Effectiveness and School Improvement 9:4, pages 419-436.
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Jaap Scheerens. (1997) Conceptual Models and Theory‐Embedded Principles on Effective Schooling. School Effectiveness and School Improvement 8:3, pages 269-310.
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Huan Song, Min Lin, Yingxin Ou & Xinwei Wang. Reframing teacher well-being: a case study and a holistic exploration through a Chinese lens. Teachers and Teaching 0:0, pages 1-17.
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