Publications

Relevant Articles in International Journals with Referee System

Kyriakides, L., Antoniou. P., & Dimosthenous, A. (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), 607-630. https://doi.org/10.1080/09243453.2021.1923534
Kyriakides, L., & Charalambous, E. (2020). Testing the theoretical framework of whole school interventions aiming to promote student learning outcomes: the contribution of multilevel structural equation modelling. Journal of Research & Method in Education, 43(4), 395-412. DOI: 1080/1743727X.2020.1795114
Kyriakides, L., Charalambous, E., Creemers, B.P.M., & Dimosthenous, A. (2019). Improving quality and equity in schools in socially disadvantaged areas. Educational Research, 61(3), 274-301. DOI: 10.1080/00131881.2019.1642121
Kyriakides, L., Creemers, B.P.M., & Charalambous, E. (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), 286-308. DOI: 10.1080/09243453.2018.1511603
Kyriakides, L., Charalambous, E., Creemers, B.P.M., Antoniou, P., Devine, D., Papastylianou, D., & Fahie, D. (2019). Using the dynamic approach to school improvement to promote quality and equity in education: a European study. Educational Assessment, Evaluation and Accountability, 31(1), 121-149.
Kyriakides, L., & Creemers, B.P.M. (2018). Investigating the quality and equity dimensions of educational effectiveness. Studies in Educational Evaluation, 57, 1-5.
Charalambous, E., Kyriakides, L., & Creemers, B.P.M. (2018). Promoting quality and equity in socially disadvantaged schools: A group-randomisation study. Studies in Educational Evaluation, 57, 42-52.
Creemers, B.P.M., & Kyriakides, L. (2010). School factors explaining achievement on cognitive and affective outcomes: Establishing a dynamic model of educational effectiveness. Scandinavian Journal of Educational Research, 54(1), 263-294.
Creemers, B.P.M., & Kyriakides, L. (2015). Developing, testing and using theoretical models of educational effectiveness for promoting quality in education. School Effectiveness and School Improvement, 26(1), 102-119.
Kelly, Α. (2012). Measuring 'equity' and 'equitability' in school effectiveness research. British Educational Research Journal, 38(6), 977-1002.
Kyriakides, L., & Creemers, B.P.M. (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), 237-254.
Kyriakides, L., Creemers, B.P.M., Antoniou, P., & Demetriou, D. (2010). A synthesis of studies for school factors: Implications for theory and research. British Educational Research Journal, 36(5), 807-830.
Kyriakides, L., Creemers, B.P.M., Antoniou, P., Demetriou, D., & Charalambous, C. (2015). The impact of school policy and stakeholders' actions on student learning: A longitudinal study. Learning and Instruction, 36, 113-124.
Kyriakides, L., Creemers, B.P.M., Papastylianou, D., & Papadatou-Pastou, M. (2014). Improving the School Learning Environment to Reduce Bullying: An Experimental Study. Scandinavian Journal of Educational Research, 58(4), 453-478.
Panayiotou, A., Kyriakides L., & Creemers, B.P.M. (2016). Testing the validity of the dynamic model at school level: a European study. School leadership and management, 36(1), 1-20.
Panayiotou, A., Kyriakides, L., Creemers, B.P.M., McMahon, L., Vanlaar, G., Pfeifer, M., Rekalidou, G., & Bren, M. (2014). Teacher Behavior and Student Outcomes: Results of a European Study. Educational Assessment, Evaluation and Accountability, 26, 73–93.
Scheerens, J. (2013). The use of theory in school effectiveness research revisited. School Effectiveness and School Improvement, 24(1), 1-38.

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