ΧΑΡΑΛΑΜΠΟΥΣ ΧΑΡΑΛΑΜΠΟΣ | |

CHARALAMBOUS CHARALAMBOS | |

... | |

ASSOCIATE PROFESSOR | |

Department of Education | |

Theophanides | |

11-13 Dramas str. | |

508 | |

00-357-22-892989 | |

00-357-22-894488 | |

- |

## Προσωπικό Προφίλ

Βασικές σπουδές στο Πανεπιστήμιο Κύπρου (Πτυχίο Επιστημών της Αγωγής, 2000). Μεταπτυχιακές σπουδές στο Πανεπιστήμιο Κύπρου (Μ.Α., 2003 στη Μαθηματική Παιδεία) και μεταπτυχιακές και διδακτορικές σπουδές στο University of Michigan (M.A., Statistics, 2006 και Ph.D., Educational Studies, 2008). Μεταδιδακτορική έρευνα στο Harvard University (2009-2010). | |

Παρατήρηση και αξιολόγηση της ποιότητας της διδασκαλίας, παράγοντες που συμβάλλουν στην ποιότητα της διδασκαλίας και γενικότερα στην εκπαιδευτική αποτελεσματικότητα (π.χ., γνώση εκπαιδευτικού, σχολικά εγχειρίδια, βαθμός πολυπλοκότητας εκπαιδευτικών έργων και η εφαρμογή τους κατά τη διδασκαλία), σχέση της ποιότητας διδασκαλίας με τα μαθησιακά αποτελέσματα, εκπαίδευση εκπαιδευτικών, (καθοδηγούμενος) αναστοχασμός επί της διδακτικής πράξης. | |

Charalambous, C. Y., & Praetorius, A.-K. (in press). Synthesizing collaborative reflections on classroom observation frameworks and reflecting on the necessity of synthesized frameworks. Charalambous, C. Y., Agathangelou, S., Kasapi, E., & Christofidou, E. (in press). Learning to teach ambitiously: a multiple case-study of practicing teachers’ experimentation with enablers and extenders. Tsangaridou, N., Pieroua, M., & Charalambous, C.Y. (in press). An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks. Tsangaridou, N., Pieroua, M., Kyriakides, E., & Charalambous, Y.C., (in press). Teaching physical education in early years: Focusing on teachers' practices. Tsangaridou, N., Kyriakides, E., &Charalambous, C. Y. (2022). Investigating preservice classroom teachers’ practices and views about teaching physical education lessons: An exploratory case study. Agathangelou, S.A., & Charalambous, C. Y. (2021). Is content knowledge pre-requisite of pedagogical content knowledge? An empirical investigation. Charalambous, C. Y., Praetorius, A.K., Sammons, P., Walkowiak, T., Jentsch, A., & Kyriakides, L. (2021). Working more collaboratively to better understand teaching and its quality: Challenges faced and open issues. Kyriakides, E., Tsangaridou, N., Charalambous, C.Y., & Kyriakides, L. (2021). Toward a more comprehensive picture of physical education teaching quality: Combining generic and content-specific practices. Sergiou, S. Georgiou, G. K., & Charalambous, C. Y. (2021). Examining the relation of Cognitive Assessment System-2: Brief with academic achievement in a sample of Greek-speaking children. Stefanou, L., Tsangaridou, N., Charalambous, C.Y., & Kyriakides, L. (2021). Examining the contribution of a professional development program to elementary classroom teachers’ content knowledge and student achievement: The case of basketball. Teodorović, J., Milin, V., Bodroža, B., Đerić, I. D., Vujačić, M., Jakšić, I. M., Stanković, D., Cankar, G., Charalambous, C. Y., Van Damme, J., & Kyriakides, L. (2021). Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia. Charalambous, C. Y. (2020). Reflecting on the troubling relationship between teacher knowledge and instructional quality and making a case for using an animated teaching simulation to disentangle this relationship. Charalambous, C. Y., Hill, C. Y., Chin, M., & McGinn, D. (2020). Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning. Charalambous, C. Y., & Praetorius, A. K. (2020). Creating a forum for researching teaching and its quality more synergistically. Charalambous, C. Y. (2020). Reflecting on the troubling relationship between teacher knowledge and instructional quality and making a case for using an animated teaching simulation to disentangle this relationship. Charalambous, C. Y., Hill, C. Y., Chin, M., & McGinn, D. (2020). Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning. Charalambous, C. Y., & Praetorius, A. K. (2020). Creating a forum for researching teaching and its quality more synergistically. Kyriakides, E., Tsangaridou, N., Charalambous, Y.C., & Kyriakides, L. (2020). Toward a more comprehensive picture of physical education teaching quality: Combining generic and content-specific practices. Praetorius, A. K., Klieme, E., Kleickmann, T., Brunner, E., Lindmeier, A., Taut, S., & Charalambous, C. (2020). Towards developing a theory of generic teaching quality: Origin, current status, and necessary next steps regarding the Three Basic Dimensions model. Charalambous, C. Y., Kyriakides, E., Kyriakides, L., & Tsangaridou, N. (2019). Are teachers consistently effective across subject matters? Revisiting the issue of differential teacher effectiveness. Hill, H. C., Charalambous, C. Y., & Chin., M. (2019). Teacher characteristics and student learning in mathematics: A comprehensive assessment. Kyriakides, E., Tsangaridou, N., Charalambous, C. Y., & Kyriakides, L. (2018). Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education. Charalambous, C. Y., & Litke, E. (2018). Studying instructional quality by using a content-specific lens: The case of the Mathematical Quality of Instruction framework. Charalambous, C. Y., & Praetorius A.K. (2018). Studying mathematics instruction through different lenses: Setting the ground for understanding instructional quality more comprehensively. Charalambous, C. Y., Philippou, S., & Olympiou, G. (2018). Reconsidering the use of video clubs for student-teachers learning during field placement: Lessons drawn from a longitudinal multiple case study. Praetorius, A.K., & Charalambous, C. Y. (2018). Classroom observation frameworks for studying instructional quality: looking back and looking forward. Blazar, D., Braslow, D., Charalambous, C. Y., & Hill, H. C. (2017). Attending to general and mathematics-specific dimensions of teaching: Exploring factors across two observation instruments. Charalambous, C. Y., & Kyriakides, E. (2017). Working at the nexus of generic and content-specific teaching practices: An exploratory study based on TIMSS secondary analyses. Charalambous, C. Y., Kyriakides, E., Tsangaridou, N., & Kyriakides, L. (2017). Exploring the reliability of generic and content-specific instructional aspects in physical education lessons. Agathangelou, S., Charalambous, C.Y., & Koutselini, M. (2016). Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects? Charalambous, C. Y. (2016). Investigating the knowledge needed for teaching mathematics: An exploratory validation study focusing on teaching practices. Charalambous, C. Y. (2015). Working at the intersection of teacher knowledge, productive dispositions, and teaching practice: A multiple-case study. Kyriakides, L., Creemers, B. M., Antoniou P., Demetriou, D., & Charalambous, C. Y. (2015). The impact of school policy and stakeholder’s actions on student learning: A longitudinal study Charalambous, C. Y., Komitis, A., Papacharalambous, M., & Stefanou, A. (2014). Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers’ perceptions. Charalambous, C. Y. (2014). Mitchell, R., Charalambous, C. Y., & Hill, C.H. (2014). Examining the task and knowledge demands needed to teach with representations. Kyriakides, L., Christoforou, C., & Charalambous, C. Y. (2013). What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching. Charalambous, C. Y., & Hill, H.C. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship. Charalambous, C. Y., Hill, H.C., & Mitchell, R. (2012). Two negatives don’t always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality. Charalambous, C. Y., Kyriakides, L., & Philippou, G. (2012). Developing a test for exploring student performance in a complex domain: Challenges faced, decisions made, and implications drawn. Hill, H. C., & Charalambous, C. Y. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues. Hill, H. C., & Charalambous, C. Y. (2012). Teaching (Un) Hill, H. C., Charalambous, C. Y., Blazar, D., McGinn, D., Kraft, M., Beisiegel, M. & Lynch, K. (2012). Validating arguments for observational instruments: Attending to multiple sources of variation. Hill, H. C., Charalambous, C. Y., & Kraft, M. (2012). When rater reliability is not enough: Teacher observation systems and a case for the G-study. Charalambous, C.Y., Hill, H. C., & Ball, D. L. (2011). Prospective teachers’ learning to provide instructional explanations: How does it look and what might it take? Charalambous, C. Y., & Philippou, G. (2010). Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry. Charalambous, C. Y. (2010). Mathematical knowledge for teaching and task unfolding: An exploratory study. Charalambous, C. Y, Delaney, S., Yu-Hsu, H., & Mesa, V. (2010). A comparative analysis of the addition and subtraction of fractions in textbooks from three countries. Charalambous, C. Y., Panaoura, A., & Philippou, G. (2009). Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: Insights from evaluating a teacher education program. Charalambous, C., Philippou, G., & Kyriakides, L. (2008). Tracing the development of preservice teachers’ efficacy in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67 (2), 125-142. / DOI: 10.1007/s10649-007-9084-2 Hill, H. C., Blunk, M. Charalambous, C. Y., Lewis, J., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An exploratory study. Charalambous, C. Y., & Pitta-Pantazi, D. (2007). Drawing on a theoretical model to study students’ understandings of fractions. Silver, E. A., Clark, L. M., Ghousseini, H. N., Charalambous, C. Y., & Sealy, J. T. (2007). Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks. Kyriakides, L., Charalambous, C., Philippou, G., & Gampbell, R. J. (2006). Illuminating reform evaluation studies through incorporating teacher effectiveness research: A case study in mathematics. Kyriakides, L., Demetriou, D., & Charalambous, C. (2006). Generating criteria for evaluating teachers through teacher effectiveness research Kyriakides, L., & Charalambous, C. (2005). Using educational effectiveness research to design international comparative studies: Turning limitations into new perspectives. Silver, E. A. Ghousseini, H., Gosen, D., Charalambous, C., & Strawhun, B. (2005). Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom.
Georgiou, C., Charalambous, C.Y., & Sergiou, S. (in press). The role of neuropsychological processes in mathematics: Implications for assessment and teaching. In K. M. Robinson, D. Kotsopoulos, & A. K. Dubé (Eds.),
Mathematical learning and cognition in middle childhood and early adolescence: Integrating interdisciplinary research into practice. Springer. Kyriakides, L., Charalambous, C. Y., & Charalambous, E. (2022). Using ILSAs to promote quality and equity in education: The contribution of the Dynamic Model of Educational Effectiveness. In Nilsen, A. Stancel-Piątak, & J.-E. Gustafsson (Eds.),
International handbook of comparative large-scale studies in education. Springer International Handbooks of Education, https://doi.org/10.1007/978-3-030-38298-8_13-1Charalambous, C.Y., & Delaney, S. (2020). Mathematics teaching practices and practice-based pedagogies: A critical review of the literature since 2000. In D. Potari and O. Chapman (Eds.), Charalambous, C. Y., & Pitta-Pantazi, D. (2016). Perspectives on priority mathematics Education: Unpacking and understanding a complex relationship linking teacher knowledge, teaching, and learning. In L. English & D. Kirshner (Eds.), Kyriakides, L., & Charalambous, C.Y. (2014). Educational effectiveness research and international comparative studies: Looking back and looking forward. In R. Strietholt, W. Bos, J.-E. Gustafsson, & M. Rosén (Eds.), Kyriakides, L., Charalambous, C.Y., Demetriou, D., & Panayiotou, A. (2014). Using PISA studies to establish generic models of educational effectiveness. In R. Strietholt, W. Bos, J.-E. Gustafsson, & M. Rosén (Eds.), Charalambous, C. Y., & Kyriakides, L. (2012). Exploring causal relationships in experimental and non-experimental designs. A brief overview. In C. Theophilides, & J. Pyrgiotakis (Eds.), Charalambous, C. Y. (2011). Exploring teachers’ efficacy beliefs while transitioning from the university to primary school: The case of Dana. In A. Gagatsis, & C. Y. Charalambous (Eds.), Silver, E. A., Ghousseini, H., Charalambous, C. Y., & Mills, V. (2009). Exploring the curriculum implementation plateau: An instructional perspective. In J. Remillard, B. A. Herbel-Eisenmann, & G. Lloyd (Eds.), |

## Profile Information

Undergraduate studies at the University of Cyprus (B.A., Elementary Education, 2000). Graduate studies at the University of Cyprus (M.A., 2003, Mathematics Education) and the University of Michigan (M.A., Statistics, 2006 and Ph.D., Educational Studies, 2008). Post-doctoral research at Harvard University (2009-2010). | |

Studying and assessing teaching quality, factors contributing to teaching quality and educational effectiveness in general (e.g., teacher knowledge, curricula and their use, unfolding of curriculum tasks during instruction with respect to their cognitive demands), exploring connections between teaching quality and student learning gains, teacher professional development, (guided) reflection on practice. | |

Charalambous, C. Y., & Praetorius, A.-K. (in press). Synthesizing collaborative reflections on classroom observation frameworks and reflecting on the necessity of synthesized frameworks.
Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2022.101202Charalambous, C. Y., Agathangelou, S., Kasapi, E., & Christofidou, E. (in press). Learning to teach ambitiously: a multiple case-study of practicing teachers’ experimentation with enablers and extenders.
Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-022-09532-9Tsangaridou, N., Pieroua, M., & Charalambous, C.Y. (in press). An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks.
European Physical Education Review. doi: 10.1177/1356336X221115376Tsangaridou, N., Pieroua, M., Kyriakides, E., & Charalambous, Y.C., (in press). Teaching physical education in early years: Focusing on teachers' practices.
Journal of Teaching in Physical Education. doi:11.23/jtpe.2020-0294Tsangaridou, N., Kyriakides, E., &Charalambous, C. Y. (2022). Investigating preservice classroom teachers’ practices and views about teaching physical education lessons: An exploratory case study.
European Physical Education Review, 28(2), 414–431. DOI: 10.1177/1356336X211050922Agathangelou, S.A., & Charalambous, C. Y. (2021). Is content knowledge pre-requisite of pedagogical content knowledge? An empirical investigation.
Journal of Mathematics Teacher Education, 24(5), 431-458. doi: 10.1007/s10857-020-09466-0Charalambous, C. Y., Praetorius, A.K., Sammons, P., Walkowiak, T., Jentsch, A., & Kyriakides, L. (2021). Working more collaboratively to better understand teaching and its quality: Challenges faced and open issues.
Studies in Educational Evaluation, 71(1), Doi: 10.1016/j.stueduc.2021.101092Kyriakides, E., Tsangaridou, N., Charalambous, C.Y., & Kyriakides, L. (2021). Toward a more comprehensive picture of physical education teaching quality: Combining generic and content-specific practices.
Journal of Teaching in Physical Education, 40(2), 256-266. https://doi.org/10.1123/jtpe.2019-0162Sergiou, S. Georgiou, G. K., & Charalambous, C. Y. (2021). Examining the relation of Cognitive Assessment System-2: Brief with academic achievement in a sample of Greek-speaking children.
International Journal of School & Educational Psychology. DOI: 10.1080/21683603.2021.1945513Stefanou, L., Tsangaridou, N., Charalambous, C.Y., & Kyriakides, L. (2021). Examining the contribution of a professional development program to elementary classroom teachers’ content knowledge and student achievement: The case of basketball.
Journal of Teaching in Physical Education, 40(4), 577-588. https://doi.org/10.1123/jtpe.2020-0010Teodorović, J., Milin, V., Bodroža, B., Đerić, I. D., Vujačić, M., Jakšić, I. M., Stanković, D., Cankar, G., Charalambous, C. Y., Van Damme, J., & Kyriakides, L. (2021). Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia.
School Effectiveness and School Improvement, DOI: 10.1080/09243453.2021.194207Charalambous, C. Y. (2020). Reflecting on the troubling relationship between teacher knowledge and instructional quality and making a case for using an animated teaching simulation to disentangle this relationship.
ZDM Mathematics Education, 52(2), 219-240. DOI: https://doi.org/10.1007/s11858-019-01089-x.Charalambous, C. Y., Hill, C. Y., Chin, M., & McGinn, D. (2020). Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning.
Journal of Mathematics Teacher Education, 23, 579-613. DOI: 10.1007/s10857-019-09443-2Charalambous, C. Y., & Praetorius, A. K. (2020). Creating a forum for researching teaching and its quality more synergistically.
Studies in Educational Evaluation, 67, 1-8. https://doi.org/10.1016/j.stueduc.2020.100894Kyriakides, E., Tsangaridou, N., Charalambous, Y.C., & Kyriakides, L. (2020). Toward a more comprehensive picture of physical education teaching quality: Combining generic and content-specific practices.
Journal of Teaching in Physical Education, 40(2), 256-266. doi: 10.1123/jtpe.2019-0162Praetorius, A. K., Klieme, E., Kleickmann, T., Brunner, E., Lindmeier, A., Taut, S., & Charalambous, C. (2020). Towards developing a theory of generic teaching quality: Origin, current status, and necessary next steps regarding the Three Basic Dimensions model.
Zeitschrift für Pädagogik, Beiheft 66, 15-36.Charalambous, C. Y., Kyriakides, E., Kyriakides, L., & Tsangaridou, N. (2019). Are teachers consistently effective across subject matters? Revisiting the issue of differential teacher effectiveness.
School Effectiveness and School Improvement, 30(4), 353-379. DOI: 10.1080/09243453.2019.1618877Hill, H. C., Charalambous, C. Y., & Chin., M. (2019). Teacher characteristics and student learning in mathematics: A comprehensive assessment.
Educational Policy, 33(7), 1103-1134.Kyriakides, E., Tsangaridou, N., Charalambous, C. Y., & Kyriakides, L. (2018). Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education.
European Physical Education Review, 24(4), 418-448. DOI: 10.1177/1356336X16685009.Charalambous, C. Y., & Litke, E. (2018). Studying instructional quality by using a content-specific lens: The case of the Mathematical Quality of Instruction framework.
ZDM Mathematics Education, 50(3), 445-460. DOI 10.1007/s11858-018-0913-9Charalambous, C. Y., & Praetorius A.K. (2018). Studying mathematics instruction through different lenses: Setting the ground for understanding instructional quality more comprehensively. Charalambous, C. Y., Philippou, S., & Olympiou, G. (2018). Reconsidering the use of video clubs for student-teachers learning during field placement: Lessons drawn from a longitudinal multiple case study. Praetorius, A.K., & Charalambous, C. Y. (2018). Classroom observation frameworks for studying instructional quality: looking back and looking forward. Blazar, D., Braslow, D., Charalambous, C. Y., & Hill, H. C. (2017). Attending to general and mathematics-specific dimensions of teaching: Exploring factors across two observation instruments. Charalambous, C. Y., & Kyriakides, E. (2017). Working at the nexus of generic and content-specific teaching practices: An exploratory study based on TIMSS secondary analyses. Charalambous, C. Y., Kyriakides, E., Tsangaridou, N., & Kyriakides, L. (2017). Exploring the reliability of generic and content-specific instructional aspects in physical education lessons. Agathangelou, S., Charalambous, C.Y., & Koutselini, M. (2016). Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects? Charalambous, C. Y. (2016). Investigating the knowledge needed for teaching mathematics: An exploratory validation study focusing on teaching practices. Charalambous, C. Y. (2015). Working at the intersection of teacher knowledge, productive dispositions, and teaching practice: A multiple-case study. Kyriakides, L., Creemers, B. M., Antoniou P., Demetriou, D., & Charalambous, C. Y. (2015). The impact of school policy and stakeholder’s actions on student learning: A longitudinal study Charalambous, C. Y., Komitis, A., Papacharalambous, M., & Stefanou, A. (2014). Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers’ perceptions. Charalambous, C. Y. (2014). Mitchell, R., Charalambous, C. Y., & Hill, C.H. (2014). Examining the task and knowledge demands needed to teach with representations. Kyriakides, L., Christoforou, C., & Charalambous, C. Y. (2013). What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching. Charalambous, C. Y., & Hill, H.C. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship. Charalambous, C. Y., Hill, H.C., & Mitchell, R. (2012). Two negatives don’t always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality. Charalambous, C. Y., Kyriakides, L., & Philippou, G. (2012). Developing a test for exploring student performance in a complex domain: Challenges faced, decisions made, and implications drawn. Hill, H. C., & Charalambous, C. Y. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues. Hill, H. C., & Charalambous, C. Y. (2012). Teaching (Un) Hill, H. C., Charalambous, C. Y., Blazar, D., McGinn, D., Kraft, M., Beisiegel, M. & Lynch, K. (2012). Validating arguments for observational instruments: Attending to multiple sources of variation. Hill, H. C., Charalambous, C. Y., & Kraft, M. (2012). When rater reliability is not enough: Teacher observation systems and a case for the G-study. Charalambous, C.Y., Hill, H. C., & Ball, D. L. (2011). Prospective teachers’ learning to provide instructional explanations: How does it look and what might it take? Charalambous, C. Y., & Philippou, G. (2010). Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry. Charalambous, C. Y. (2010). Mathematical knowledge for teaching and task unfolding: An exploratory study. Charalambous, C. Y, Delaney, S., Yu-Hsu, H., & Mesa, V. (2010). A comparative analysis of the addition and subtraction of fractions in textbooks from three countries. Charalambous, C. Y., Panaoura, A., & Philippou, G. (2009). Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: Insights from evaluating a teacher education program. Charalambous, C., Philippou, G., & Kyriakides, L. (2008). Tracing the development of preservice teachers’ efficacy in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67 (2), 125-142. / DOI: 10.1007/s10649-007-9084-2 Hill, H. C., Blunk, M. Charalambous, C. Y., Lewis, J., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An exploratory study. Charalambous, C. Y., & Pitta-Pantazi, D. (2007). Drawing on a theoretical model to study students’ understandings of fractions. Silver, E. A., Clark, L. M., Ghousseini, H. N., Charalambous, C. Y., & Sealy, J. T. (2007). Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks. Kyriakides, L., Charalambous, C., Philippou, G., & Gampbell, R. J. (2006). Illuminating reform evaluation studies through incorporating teacher effectiveness research: A case study in mathematics. Kyriakides, L., Demetriou, D., & Charalambous, C. (2006). Generating criteria for evaluating teachers through teacher effectiveness research Kyriakides, L., & Charalambous, C. (2005). Using educational effectiveness research to design international comparative studies: Turning limitations into new perspectives. Silver, E. A. Ghousseini, H., Gosen, D., Charalambous, C., & Strawhun, B. (2005). Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom.
Georgiou, C., Charalambous, C.Y., & Sergiou, S. (in press). The role of neuropsychological processes in mathematics: Implications for assessment and teaching. In K. M. Robinson, D. Kotsopoulos, & A. K. Dubé (Eds.), Kyriakides, L., Charalambous, C. Y., & Charalambous, E. (2022). Using ILSAs to promote quality and equity in education: The contribution of the Dynamic Model of Educational Effectiveness. In Nilsen, A. Stancel-Piątak, & J.-E. Gustafsson (Eds.), The international handbook of mathematics teacher education, Volume: 1- Knowledge, beliefs, and identity in mathematics teaching and teaching development (2nd ed., pp. 355-390). Brill/Sense.Charalambous, C. Y., & Pitta-Pantazi, D. (2016). Perspectives on priority mathematics Education: Unpacking and understanding a complex relationship linking teacher knowledge, teaching, and learning. In L. English & D. Kirshner (Eds.),
Handbook of international research in mathematics education (3^{rd} ed., pp 19-59). UK: Routledge. Kyriakides, L., & Charalambous, C.Y. (2014). Educational effectiveness research and international comparative studies: Looking back and looking forward. In R. Strietholt, W. Bos, J.-E. Gustafsson, & M. Rosén (Eds.), Kyriakides, L., Charalambous, C.Y., Demetriou, D., & Panayiotou, A. (2014). Using PISA studies to establish generic models of educational effectiveness. In R. Strietholt, W. Bos, J.-E. Gustafsson, & M. Rosén (Eds.), Charalambous, C. Y., & Kyriakides, L. (2012). Exploring causal relationships in experimental and non-experimental designs. A brief overview. In C. Theophilides, & J. Pyrgiotakis (Eds.), Charalambous, C. Y. (2011). Exploring teachers’ efficacy beliefs while transitioning from the university to primary school: The case of Dana. In A. Gagatsis, & C. Y. Charalambous (Eds.), Silver, E. A., Ghousseini, H., Charalambous, C. Y., & Mills, V. (2009). Exploring the curriculum implementation plateau: An instructional perspective. In J. Remillard, B. A. Herbel-Eisenmann, & G. Lloyd (Eds.), |