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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
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Vanlaar, Gudrun; Kyriakides, Leonidas; Panayiotou, Anastasia; Vandecandelaere, Machteld; McMahon, Léan; De Fraine, Bieke; Van Damme, Jan – Research Papers in Education, 2016
Background: The dynamic model of educational effectiveness (DMEE) is a comprehensive theoretical framework including factors that are important for school learning, based on consistent findings within educational effectiveness research. Purpose: This study investigates the impact of teacher and school factors of DMEE on mathematics and science…
Descriptors: Foreign Countries, Cross Cultural Studies, High Achievement, Low Achievement
Teacher Behavior and Student Outcomes: Results of a European Study
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Panayiotou, Anastasia; Kyriakides, Leonidas; Creemers, Bert P. M.; McMahon, Léan; Vanlaar, Gudrun; Pfeifer, Michael; Rekalidou, Galini; Bren, Matevž – Educational Assessment, Evaluation and Accountability, 2014
This study investigates the extent to which the factors included in the dynamic model of educational effectiveness are associated with student achievement gains in six different European countries. At classroom level, the dynamic model refers to eight factors relating to teacher behavior in the classroom: orientation, structuring, questioning,…
Descriptors: Teacher Behavior, Academic Achievement, Achievement Gains, Models