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Abstract
The goal of the present study was twofold: first to examine teachers' and students' reactions toward a mathematics reform introduced in Cypriot primary schools, and second to investigate the factors influencing the effectiveness of the reform. Using both quantitative and qualitative data we found that students' progress was determined by a number of factors related to teachers' and students' personal characteristics and to teachers' reactions towards the reform. Moreover, teachers were found to tinker the reform to improve students' outcomes. Drawing on these findings and taking into consideration teacher effectiveness research, we propose a theoretical framework for conducting programme evaluations, which attributes a central role to teachers' classroom behaviour.
Acknowledgements
The study was granted by the Cyprus Research Promotion Foundation (P2001/21). An earlier version of this article was presented at the ICSEI 2004 conference in Rotterdam. We express our gratitude to the Ministry of Education of Cyprus which supported the research. We are also indebted to the teachers and students who participated in the study. Finally, we acknowledge helpful criticisms and comments from two anonymous reviewers on an earlier version of this article.