Illuminating reform evaluation studies through incorporating teacher effectiveness research: A case study in mathematics
Kyriakides, Leonidas, Charalambous, C., Philippou, G. and Campbell, R. J.. (2006) Illuminating reform evaluation studies through incorporating teacher effectiveness research: A case study in mathematics. School Effectiveness and School Improvement, Vol.17 (No.1). pp. 3-32. ISSN 0924-3453Full text not available from this repository.
Official URL: http://dx.doi.org/10.1080/09243450500404293
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.
|Item Type:||Journal Article|
|Divisions:||Faculty of Social Sciences > Institute of Education|
|Journal or Publication Title:||School Effectiveness and School Improvement|
|Number of Pages:||30|
|Page Range:||pp. 3-32|
|Access rights to Published version:||Restricted or Subscription Access|
|Funder:||Cyprus Research Promotion Foundation|
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