Δημοσιεύσεις

Βιβλία
  1. Kyriakides, L., Creemers, B.P.M., Panayiotou, A., & Charalambous, E. (2021). Quality and Equity in Education: Revisiting Theory and Research on Educational Effectiveness and Improvement. London and New York: Routledge.
  2. Kyriakides, L., Creemers, B.P.M., & Charalambous, E. (2018). Equity and Quality Dimensions in Educational Effectiveness. Dordrecht, the Netherlands: Springer. 
  3. Creemers, B.P.M., Kyriakides, L., & Antoniou, P. (2013). Teacher professional development for improving quality of teaching. Dordrecht, the Netherlands: Springer. 
  4. Creemers, B.P.M., & Kyriakides, L. (2012). Improving Quality in Education: Dynamic Approaches to School Improvement. London and New York: Routledge.
  5. Creemers, B.P.M., Kyriakides, L., & Sammons, P. (2010). Methodological Advances in Educational Effectiveness Research. London and New York: Routledge.
  6. Creemers, B.P.M., & Kyriakides, L. (2008). The dynamics of educational effectiveness: a contribution to policy, practice and theory in contemporary schools. London and New York: Routledge.
  7. Campbell, R.J., Kyriakides, L., Muijs, R.D., & Robinson, W. (2004). Assessing teacher effectiveness: a differentiated model. London: RoutledgeFalmer.
 
Άρθρα σε Επιστημονικά Περιοδικά
  1. 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: 10.1080/1743727X.2020.1795114
  2. Kyriakides, E., Tsangaridou, N., Charalambous, C.Y., & 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. Advance online publication. 10.1123/jtpe.2019-0162.
  3. Nachbauer, M., & Kyriakides, L. (2020). A review and evaluation of approaches to measure equity in educational outcomes. School Effectiveness and School Improvement, 31(2), 306-331. DOI: 10.1080/09243453.2019.1672757.
  4. Kyriakides, L., Anthimou, M., & Panayiotou, A. (2020). Searching for the impact of teacher behavior on promoting students’ cognitive and metacognitive skills. Studies in Educational Evaluation, 64. https://doi.org/10.1016/j.stueduc.2019.100810
  5.  Dimosthenous, A., Kyriakides, L., & Panayiotou, A. (2020). Short- and long-term effects of the home learning environment and teachers on student achievement in mathematics: A longitudinal study. School Effectiveness and School Improvement, 31(1), 50-79. https://doi.org/10.1080/09243453.2019.1642212
  6.  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
  7.  Kyriakides, L., Stylianou, A., Eliophotou Menon, M. (2019). The link between educational expenditures and student learning outcomes: Evidence from Cyprus. International Journal of Educational Development, 70. https://doi.org/10.1016/j.ijedudev.2019.102081.
  8.  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
  9.  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.
  10.  Kyriakides, E., Tsangaridou, N., Charalambous, C., & 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.
  11.  Muijs, D., Reynolds, D., Sammons, P., Kyriakides, L., Creemers, B.P.M., & Teddlie, C. (2018). Assessing individual lessons using a generic teacher observation instrument: how useful is the International System for Teacher Observation and Feedback (ISTOF)? ZDM Mathematics Education, 50(3), 395-406.
  12.  Kyriakides, L., Creemers, B.P.M., & Panayiotou, A. (2018). Using educational effectiveness research to promote quality of teaching: the contribution of the dynamic model. ZDM Mathematics Education, 50(3), 381-393.
  13. Kyriakides, L., & Creemers, B.P.M. (2018). Investigating the quality and equity dimensions of educational effectiveness. Studies in Educational Evaluation, 57, 1-5.
  14. 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.
  15. Caro, D.H., Kyriakides, L., & Televantou, I. (2018). Addressing omitted prior achievement bias in international assessments: an applied example using PIRLS-NPD matched data. Assessment in Education: Principles, Policy & Practice, 25(1), 5-27.
  16. Kyriakides, L., Georgiou, M.P., Creemers, B.P.M., Panayiotou, A., & Reynolds, D. (2018). The impact of national educational policies on student achievement: a European study. School Effectiveness and School Improvement, 29(2), 171-203.
  17. Kyriakides, L., Christoforidou, M., Panayiotou, A., & Creemers, B.P.M. (2017). The impact of a three-year teacher professional development course on quality of teaching: strengths and limitations of the dynamic approach. European Journal of Teacher Education, 40(4), 465-486.
  18. Charalambous, C.Y., Kyriakides, E., Tsangaridou, N., & Kyriakides, L. (2017). Exploring the reliability of generic and content-specific instructional aspects in physical education lessons. School Effectiveness and School Improvement, 28(4), 555-577.
  19. Azigwe, J.B., Kyriakides, L., Panayiotou, A., & Creemers, B.P.M. (2016). The impact of effective teaching characteristics in promoting student achievement in Ghana. International Journal of Educational Development, 51, 51-61.
  20. Caro, D.H., Lenkeit, J., & Kyriakides, L. (2016). Teaching strategies and differential effectiveness across learning contexts: Evidence from PISA 2012. Studies in Educational Evaluation, 49, 30-41.
  21. 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.
  22. Vanlaar, G., Kyriakides, L., Panayiotou, A., Vandecandelaere, M., McMahon, L., De Fraine, B., & Van Damme, J. (2016). 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. Research Papers in Education, 31(2), 183-211.
  23. Creemers, B., & Kyriakides, L. (2015). Process-Product Research: A Cornerstone in Educational Effectiveness Research. Journal Of Classroom Interaction, 50(2), 107-119.
  24. Antoniou, P., Kyriakides, L., & Creemers, B.P.M. (2015). The Dynamic Integrated Approach to Teacher Professional Development: Rationale and Main Characteristics. Teacher Development, 19(4), 535-552.
  25. 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.
  26. 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.
  27. Televantou, I., Marsh, H.W., Kyriakides, L., Nagengast, B., Fletcher, J., Malmberg, L.E. (2015). Phantom Effects in School Composition Research: Consequences of Failure to Control Biases Due to Measurement Error in Traditional Multilevel Models. School Effectiveness and School Improvement, 26(1), 75-101.
  28. 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. ZDM Mathematics Education, 52(2), 219-240. DOI: https://doi.org/10.1007/s11858-019-01089-x.
  29. 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: 10.1080/09243453.2019.1618877
  30. 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/s11858-018-0913-9
  31. Charalambous, C. Y., & Praetorius A.K. (2018). Studying mathematics instruction through different lenses: Setting the ground for understanding instructional quality more comprehensively. ZDM Mathematics Education, 50(3), 355-366. DOI 10.1007/s11858-018-0914-8.
  32. 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. Teaching and Teacher Education, 74, 49-61. https://doi.org/10.1016/j.tate.2018.04.002
  33. Praetorius, A.K., & Charalambous, C. Y. (2018). Classroom observation frameworks for studying instructional quality: looking back and looking forward. ZDM Mathematics Education, 50(3), 535-553. DOI 10.1007/s11858-018-0946-0
  34. 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. The Elementary School Journal, 117 (3), 423-454.
  35. 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. Teaching and Teacher Education, 41 (1), 22-33. / DOI: doi:10.1016/j.tate.2014.03.001
  36. Kyriakides, L., Christoforou, C., & Charalambous, C. Y. (2013). What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching. Teaching and Teacher Education, 36, 143-152. / DOI: 10.1016/j.tate.2013.07.010
  37. Charalambous, C. Y., & Hill, H.C. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship. Journal of Curriculum Studies, 44(4), 443-466. / DOI: 10.1080/00220272.2011.650215
  38. 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. Educational Researcher, 41(2), 56-64. / DOI: 10.3102/0013189X12437203
  39. Menon Eliophotou, M., Argyropoulou, E., & Stylianou, A. (2018). Managing the link between higher education and the labour market: Perceptions of graduates in Greece and Cyprus. Tertiary Education and Management, 24(4), 298-310.
  40. Ioannou, A., & Menon Eliophotou M. (2016). The link between transformational leadership and teachers’ job satisfaction, commitment, motivation to learn, and trust in the leader. Academy of Educational Leadership Journal, 20(3), 12-22.
  41. Menon Eliophotou, M. (2014). The relationship between transformational leadership, perceived leader effectiveness and teacher job satisfaction. Journal of Educational Administration, 52(4), 509-528.
  42. Menon Eliophotou, M. (2012). Do beginning teachers receive adequate support from their headteachers? Educational Management, Administration and Leadership, 40(2), 217-231.
  43. Hasanov, Z, Antoniou, P., & Suleymanov, E. (2020). The Impact of Behavioural, Cognitive, and Emotional Dimensions of Student Engagement on Student Learning: The Case of Azerbaijani Higher Education Institutions. International Journal of Knowledge and Learning.
  44. Antoniou, P. & Griaznova Y. (2018). Promoting quality and equity: An exploratory case study of a primary school in England exploring barriers and facilitators in implementing the Dynamic Approach to school improvement. Studies in Educational Evaluation. DOI: 10.1016/j.stueduc.2017.03.002
  45. Antoniou, P. & Mohan, L. (2017). Evaluating the measuring properties of the Principal Instructional Management Rating Scale in the Chinese Educational System: Implications for measuring school leadership. Educational Management, Administration and Leadership. DOI: 10.1177/1741143217700282
  46. Antoniou, P., Louw, J., & Gronn, P. (2016). School Self-Evaluation for School Improvement. Examining the Measuring Properties of the LEAD Surveys.Australian Journal of Education. 60 (3), 191-210. DOI: 10.1177/0004944116667310
  47. Kyriakides, L., Creemers, B. P., Antoniou, P., Demetriou, D., & Charalambous, C. Y. (2015). The impact of school policy and stakeholders' actions on student learning: A longitudinal study. Learning and Instruction. 36, 113-124.
  48. Antoniou, P. & James, M. (2014). Exploring formative assessment in Primary School Classrooms: Developing a Framework of Actions and Strategies. Educational Assessment, Evaluation and Accountability. 26 (2), 153-176.
  49. Christoforidou, M., Kyriakides, L., Antoniou, P. & Creemers B.P.M. (2014) Searching for Stages of Teacher’s Skills in Assessment, Studies in Educational Evaluation. 40 (1), 1-11.
  50. Antoniou, P. (2013). A longitudinal study investigating relations between stages of effective teaching, teaching experience and teacher professional development approaches. Journal of Classroom Interaction, 48 (2), 25-40. 
  51. Creemers, B.P.M., Kyriakides, L. & Antoniou, P. (2013). A Dynamic Approach to School Improvement: Main Features and Impact. School Leadership and Management, 33 (2), 114-132.
  52. Antoniou, P. (2013). Development of Research on School Leadership Through Evidence-based and Theory-Driven Approaches: A Review of School Leadership Effects Revisited. School Effectiveness and School Improvement, 24 (1), 122-128.
  53. Antoniou, P. & Kyriakides, L. (2013). A Dynamic Integrated Approach to Teacher Professional Development: Impact and Sustainability of the Effects on Improving Teacher Behavior and Student Outcomes. Teaching and Teacher Education, 29 (1), 1-12.
  54. Antoniou, P. (2012). The Short- and Long- term Effects of Secondary Schools upon Students’ Academic Success and Development. Educational Research and Evaluation, 18 (7), 621 -640. 
  55. Antoniou, P. & Kyriakides, L. (2011). The Impact of a Dynamic Approach to Professional Development on Teacher Instruction and Student Learning: Results from an Experimental Study. School Effectiveness and School Improvement, 22 (3), 291 – 311. 
  56. Antoniou, P. & Kyriakides, L. (2011). Evidence-based and Theory Driven Teacher Training and Professional Development: Investigating the Effectiveness of Different Approaches to Teacher Professional Development on teacher instruction, teacher perceptions and student academic achievement. Centre for Educational Policy Studies Journal (CEPS),1 (1), 13- 42. 
  57. Kyriakides, L., Creemers, B.P.M., Antoniou, P. & Demetriou, D. (2010). A Synthesis of Studies Searching for School Factors: Implications for Theory and Research. British Educational Research Journal, 36 (5), 807 – 830.
  58. Antoniou, P. (2011). Development and Evaluation of teacher professional development programs for the improvement of teaching skills and student achievement gains. Cyprus Educational Administration Society (CEAS) Journal. 
  59. Kyriakides, L., Creemers, B.P.M. & Antoniou, P. (2009). Teacher behaviour and student outcomes: Suggestions for research on teacher training and professional development. Teaching and Teacher Education, 25 (1), 12-23.
 
Ειδικές εκδόσεις - τεύχη
  1. Kyriakides, L., & Creemers, B.P.M. (2018). Research on equity in education: Implications for school evaluation. Studies in Educational Evaluation, 57, 1-62.
  2. Kyriakides, L., & Creemers, B.P.M. (2013). Identifying stages of effective teaching and assessment. Journal of Classroom Interaction, 48(2&3).
 
Κεφάλαια Βιβλίων
  1. Kyriakides, L. (2020). Promoting Equity in Education. The Contribution of Research on Educational Effectiveness and Improvement. In N. McElvany, H. G. Holtappels, F. Lauermann, A. Edele, & A. Ohle-Peters (Eds.), Against the Odds – (In)Equity Education and Educational Systems, (pp. 13-53). Műnster: Waxmann.
  2. Kyriakides, L., & Creemers, B.P.M (2017). Searching for causality to develop and test theoretical models of educational effectiveness research. In M. Rosén, K. Yang Hansen, & U. Wolff (Eds.), Cognitive Abilities and Educational Achievement: measurement and determinant. A Festschrift in Honor of Jan-Eric Gustafsson, (pp. 111-126). Dordrecht: Springer.
  3. Thomas, S., Kyriakides, L., & Townsend, T. (2016). Educational effectiveness research in new, emerging and traditional contexts. In C. Chapman, D. Muijs, D. Reynolds, P. Sammons, & C. Teddlie (Eds.). The Routledge International Handbook of Educational Effectiveness and Improvement (pp. 220-245). London: Routledge.
  4. Kyriakides, L., & Creemers, B.P.M (2016). A dynamic perspective on school learning environment and its impact on student learning outcomes. In S. Kuger, E. Klieme, N. Jude, & D. Kaplan (Eds.), Assessing contexts of learning: An international perspective, (pp. 355-374). Dordrecht, the Netherlands: Springer.
  5. Creemers, B.P.M., & Kyriakides, L., (2015). School Improvement. In J.D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences, (2nd edition, Vol 21, pp.91-95). Oxford: Elsevier.
  6.  Creemers, B.P.M., & Kyriakides, L., (2015). Educational Effectiveness, The Field of. In J.D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences, (2nd edition, Vol 7., pp. 224–228). Oxford: Elsevier.
  7.  Kyriakides, L. (2015). Educational Effectiveness Theory and Research: Recent Advances. In J.D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences, (2nd edition, Vol. 7, pp. 218–223). Oxford: Elsevier.
  8. Antoniou, P. (2017). Characteristics of Effective Teacher Training and Professional Development Programmes. In Norton, P. (Eds) Professional Development: Recent Advances and Future Directions., New York, USA. Nova Science Publishers. ISBN: 978-1-63485-126-8.
  9. Kythreotis, A. & Antoniou, P. (2014). Exploring the impact of school leadership on student learning outcomes: Constraints and perspectives. In Pashiardis, P. & Beycioglu, K. (Eds) Multidimensional Perspectives on Principal Leadership Effectiveness, IGI Global, Hershey, USA.
  10. Antoniou, P., Creemers, B.P.M., & Kyriakides, L. (2009). Integrating Research on Teacher Education and Educational Effectiveness: Using the Dynamic Model for Teacher Professional Development. In Myint Swe Khine & Issa M Saleh., Transformative Leadership and Educational Excellence: Learning Organizations in the Information Age. Sense Publishers: Rotterdam, the Netherlands.