Presentation by Leonidas Kyriakides, Department of Education, University of Cyprus, Cyprus.
ABSTRACT
This paper refers to the dynamic approach to school improvement (DASI) which attempts to contribute to the merging of educational effectiveness research and school improvement. The main underlying assumptions and the implementation phases of DASI are presented. The recommended approach gives emphasis to school policies and actions taken to improve teaching and the school learning environment. Moreover, the importance of establishing school evaluation mechanisms and collecting data to identify improvement priorities is stressed. Furthermore, DASI emphasizes the use of the available knowledge base in relation to the main aims of the efforts made by schools to deal with the different challenges/problems being faced. Therefore, a research and advisory team is expected to support school stakeholders develop, implement, and evaluate their own school improvement strategies and action plans. Group-randomization studies investigating the impact of DASI on promoting student learning outcomes are also presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for research, policy and practice are provided.
Presentazione di Leonidas Kyriakides ( Università di Cipro) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
Objective:
Identify the skills and characteristics of an instructional leader;
Apply the concepts and news about instructional leadership;
Analyse the roles and function of the principal as instructional leader;
Reflect on how the teacher can become an instructional leader; and Make a career plan
Credit to PhySci 3
Objective:
Identify the skills and characteristics of an instructional leader;
Apply the concepts and news about instructional leadership;
Analyse the roles and function of the principal as instructional leader;
Reflect on how the teacher can become an instructional leader; and Make a career plan
Credit to PhySci 3
The Instructional leader: TOwards School ImprovementCarlo Magno
This slide contains (1) Purpose of instructional leadership, (2) What is instructional leadership? (3) Curriculum involvement
Functions of an instructional leader, (4) Roles of the instructional leader (5) Characteristics of instructional leadership, (5) Activities of instructional leadership, (6) Effective instructional leaders, (7) Instructionally effective schools, and (8)
Philippine Professional Standards for Teaching.
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Monitoring and Evaluation Supporting School Improvement and EffectivenessEduEval Consultancy
There is an increasing emphasis on school success. Resources are not limited and the most precious of these is time. The time that teachers and students spend together needs to be effective so that student are capitalizing on opportunities to learn and ultimately achieving pre-determined educational standards. There are many different components to schools and factors that influence success. Educational leaders can readily become overwhelmed with where to start to make a difference. Monitoring and Evaluation (M&E) allows for purposeful evidence-informed decisions to become part of the school culture.
The Instructional leader: TOwards School ImprovementCarlo Magno
This slide contains (1) Purpose of instructional leadership, (2) What is instructional leadership? (3) Curriculum involvement
Functions of an instructional leader, (4) Roles of the instructional leader (5) Characteristics of instructional leadership, (5) Activities of instructional leadership, (6) Effective instructional leaders, (7) Instructionally effective schools, and (8)
Philippine Professional Standards for Teaching.
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Monitoring and Evaluation Supporting School Improvement and EffectivenessEduEval Consultancy
There is an increasing emphasis on school success. Resources are not limited and the most precious of these is time. The time that teachers and students spend together needs to be effective so that student are capitalizing on opportunities to learn and ultimately achieving pre-determined educational standards. There are many different components to schools and factors that influence success. Educational leaders can readily become overwhelmed with where to start to make a difference. Monitoring and Evaluation (M&E) allows for purposeful evidence-informed decisions to become part of the school culture.
seminar within a research school for young researchers “Innovations in Knowledge Management Practices” supported by Russian Science Foundation, 10-11 October 2016, Graduate School of Management St. Petersburg State University
http://gsom.spbu.ru/en/all_news/event2016_10_18/
Objective
To equip participants with an insight of School-Based Management (SBM) to support schools in their journey to improve School Performance and Student Achievement.
Methodology
explore 21st Century era Learning and to improve and align school resources to provide for it.
Methodology
to explore 21st Century era Learning and to improve and align school resources to provide for it.
to model School-Based Management(SBM) strategies to improve School Performance and,
to apply SBM techniques to improve Student Achievements
School Based Management Contents
Overview of Resource Management-School Based (SBM)
21st Century Teaching & Learning
SBM Assessment Instrument-Six Dimension of SBM
Strategies to improve School Performance & Student Achievement
Workshop Activity
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
ABSTRACT : This paper attempts to study two important aspects: (1) To foster the skills for quality assessment in mathematics among prospective teachers. (2) To explore the extent to which these practices helped in improving quality of learning as well as teaching. The study has been done in MCD primary schools from class II to V with the involvement of pre-service B.El.Ed teachers, during their primary school internship in 4th year. The study comprises four phases, In the first phase, authors did a survey of the assessment practices that have been followed in these schools. Second phase comprised making student-teachers aware of the assessment practices going on in the schools, reviewing it critically, orienting them to prepare assessment profiles of their students. In the third Phase, students implemented these assessment practices in their respective classes for around three months under the supervision of authors. The final phase allowed a discussion with student-teachers and analysed the feedback of pre-service teachers as how these assessment practices helped them to take up decision regarding teaching as well as students‟ progress in understanding the concepts. Findings revealed that these assessment practices helped interns to monitor and modify their pedagogy. Further, Responses of the students in the assessment tasks improved progressively. However, some of the Interns faced many challenges related to recording individual progress, to assess through students responses while teaching as it became difficult for them to interpret individual responses.
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
In the past resource management, a key issue has been how to improve the internal school process to add value through school effectiveness. The answer: a new trend in school management
-knowledge base with empowerment,
to maximize its resources for
operation and continuous development
in management, teaching & learning,
within the new changing 21st century
that adds value
Course Outline
1. Definition & Introduction
Strategic Management
Strategic Educational Management and
Effective Educational Leadership
Basic competences of Educational Mgmt.
2.Sustainable improvement as a key aim of:
Educational Management
Educational Practice
Managing School Resources
Effective Teaching Principals
3. Strategic Management in Education
8 Characterizing features
3 key components 1.Systemic Strategic Thinking, 2. Organizational
Learning and 3. Pedagogical leadership
4. Implications for improving educational practice
5. Conclusion
Strategic Management provides overall direction to the organization and involves; specifying the organization's objectives, developing policies and plans designed to achieve
these objectives, and then allocating resources to implement the plans.
Strategic Management involves the formulation and implementation of the major goals and initiatives taken by top management on behalf of owners, …based on consideration of resources and an assessment of the internal and external environments in which the organization competes.
La presentazione di Franco Cima, Ambasciatore Epale e consigliere della città di Bologna al Cultural Exchange con la delegazione israeliana del 21 gennaio a Firenze
Seminario conclusivo del progetto “Didattica laboratoriale innovativa nei Poli Tecnici e Professionali” (Regione Toscana - Indire). Lucca, 31 maggio 2017.
Seminario conclusivo del progetto “Didattica laboratoriale innovativa nei Poli Tecnici e Professionali” (Regione Toscana - Indire). Lucca, 31 maggio 2017.
Seminario conclusivo del progetto “Didattica laboratoriale innovativa nei Poli Tecnici e Professionali” (Regione Toscana - Indire). Lucca, 31 maggio 2017.
Seminario conclusivo del progetto “Didattica laboratoriale innovativa nei Poli Tecnici e Professionali” (Regione Toscana - Indire). Lucca, 31 maggio 2017.
Seminario conclusivo del progetto “Didattica laboratoriale innovativa nei Poli Tecnici e Professionali” (Regione Toscana - Indire). Lucca, 31 maggio 2017.
Seminario conclusivo del progetto “Didattica laboratoriale innovativa nei Poli Tecnici e Professionali” (Regione Toscana - Indire). Lucca, 31 maggio 2017.
Seminario conclusivo del progetto “Didattica laboratoriale innovativa nei Poli Tecnici e Professionali” (Regione Toscana - Indire). Lucca, 31 maggio 2017.
Seminario conclusivo del progetto “Didattica laboratoriale innovativa nei Poli Tecnici e Professionali” (Regione Toscana - Indire). Lucca, 31 maggio 2017.
Seminario conclusivo del progetto “Didattica laboratoriale innovativa nei Poli Tecnici e Professionali” (Regione Toscana - Indire). Lucca, 31 maggio 2017.
Seminario conclusivo del progetto “Didattica laboratoriale innovativa nei Poli Tecnici e Professionali” (Regione Toscana - Indire). Lucca, 31 maggio 2017.
Seminario conclusivo del progetto “Didattica laboratoriale innovativa nei Poli Tecnici e Professionali” (Regione Toscana - Indire). Lucca, 31 maggio 2017.
Seminario conclusivo del progetto “Didattica laboratoriale innovativa nei Poli Tecnici e Professionali” (Regione Toscana - Indire). Lucca, 31 maggio 2017.
Seminario conclusivo del progetto “Didattica laboratoriale innovativa nei Poli Tecnici e Professionali” (Regione Toscana - Indire). Lucca, 31 maggio 2017.
Seminario conclusivo del progetto “Didattica laboratoriale innovativa nei Poli Tecnici e Professionali” (Regione Toscana - Indire). Lucca, 31 maggio 2017.
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A DYNAMIC APPROACH TO SCHOOL IMPROVEMENT: MAIN FEATURES AND IMPACT ON STUDENT LEARNING OUTCOMES
1. A DYNAMIC APPROACH TO SCHOOL
IMPROVEMENT:
MAIN FEATURES AND IMPACT ON
STUDENT LEARNING OUTCOMES
Leonidas Kyriakides
Department of Education, University of Cyprus, Cyprus
International Conference “Improve the school”
Naples, Italy, 14th and 15th May 2015
2. INTRODUCTION
Educational Effectiveness Research (EER) addresses the
questions on what works in education and why.
EER has been improved considerably by the criticism on
research design, the sampling and statistical techniques.
Methodological advances have enabled more efficient
estimates of teacher and school differences in student
achievement to be obtained.
Progress was made by a more precise definition of the
concepts used and the relations between the concepts.
3. INTRODUCTION
The whole process has not contributed significantly to the
improvement of school effectiveness.
The dynamic model of educational effectiveness attempts to
define the dynamic relations between the multiple factors found
to be associated with effectiveness.
Teaching and learning are dynamic processes that are constantly
adapting to changing needs and opportunities. Effective
schooling should be treated as a dynamic, ongoing process.
The establishment of the dynamic model and its empirical testing
is expected to help EER to establish stronger links with
educational improvement practice.
4. PRESENTATION OUTLINE
1. The dynamic model of educational effectiveness: an
overview
2. Testing the validity of the dynamic model
3. Using the dynamic model to develop an evidence-based
and theory-driven approach to school improvement: A
Dynamic Approach to School Improvement (DASI)
4. Investigating the impact of DASI upon student
achievement gains
5. Conclusions and suggestions for further research
5. 1. THE DYNAMIC MODEL OF
EDUCATIONAL EFFECTIVENESS:
AN OVERVIEW
7. 1. THE DYNAMIC MODEL OF EDUCATIONAL
EFFECTIVENESS: AN OVERVIEW
Each factor is defined and measured by taking into account five
dimensions: frequency, focus, stage, quality, and
differentiation.
Frequency refers to the quantity that an activity associated with
an effectiveness factor is present in a system, school or
classroom. This dimension may not always be related in a linear
way with student outcomes.
The other four dimensions examine qualitative characteristics of
the functioning of the factors and help us describe the complex
nature of educational effectiveness.
8. 1. THE DYNAMIC MODEL OF EDUCATIONAL
EFFECTIVENESS: AN OVERVIEW
School Factors
Emphasis is given to two main aspects of the school policy
which affect learning at both the level of teachers and students:
a) school policy for teaching and b) school policy for creating a
learning environment at school.
The factors concerned with the school policy mainly refer to the
actions taken by the school to help teachers and other
stakeholders have a clear understanding of what is expected
from them to do.
Support offered to teachers and other stakeholders to
implement the school policy is also an aspect of these two
overarching factors.
9. 1. THE DYNAMIC MODEL OF EDUCATIONAL
EFFECTIVENESS: AN OVERVIEW
The processes which are used to evaluate the school policy for
teaching and the school learning environment (SLE) are
investigated.
The following four factors at the school level are included in the
model:
1. school policy for teaching and actions taken for improving
teaching practice,
2. policy for creating the SLE and actions taken for improving
the SLE,
3. evaluation of school policy for teaching and of actions
taken to improve teaching, and
4. evaluation of the SLE
10. THE DYNAMIC MODEL OF EDUCATIONAL
EFFECTIVENESS: AN OVERVIEW
1. School policy for teaching and actions taken for improving teaching:
I. School policy on quantity of teaching (e.g., policy on the
management of teaching time, policy on student and teacher
absenteeism, policy on lesson schedule and timetable).
II. School policy on provision of learning opportunities is measured
by looking at the extent to which the school has a mission
concerning the provision of learning opportunities, which is
reflected in its policy on curriculum. We also examine the extent to
which the school attempts to make good use of school trips and
other extra-curricular activities for teaching/learning purposes is
investigated.
III. School policy on the quality of teaching
11. THE DYNAMIC MODEL OF EDUCATIONAL
EFFECTIVENESS: AN OVERVIEW
The way school policy for teaching is examined reveals that
effective schools are expected to:
make decisions on maximizing the use of teaching time
and the learning opportunities offered to their
students,
support their teachers in their attempt to help students
learn by using effective teaching practices.
12. THE DYNAMIC MODEL OF EDUCATIONAL
EFFECTIVENESS: AN OVERVIEW
2. School Policy for creating the SLE and actions taken for
improving the SLE:
Five aspects of SLE are taken into account:
I. student behavior outside the classroom,
II. collaboration and interaction between teachers,
III. partnership policy (i.e., relations of school with
community, parents, and advisors),
IV. provision of sufficient learning resources to students
and teachers, and
V. values in favor of learning
14. TABLE 1. EMPIRICAL EVIDENCE SUPPORTING THE MAIN ASSUMPTIONS OF THE DYNAMIC MODEL EMERGED
FROM EMPIRICAL STUDIES AND META-ANALYSES
Assumptions of the dynamic model Studies Meta-analyses
1. Multilevel in nature All All
2. Five dimensions can be used to measure
a) teacher factors 1, 2, 4, 5
b) school factors 1, 3, 4 1
3. Impact of teacher factors on learning outcomes 1, 2, 4, 5, 6 2
4. Impact of school factors on learning outcomes 1, 3, 4, 6 1
5. Situational character of school factors 1
6. Relations among factors operating at the same
level: stages of effective teaching
1, 2, 5, 6 2
7. Changes in the functioning of school factors
predict changes in the effectiveness status of schools
3
Negative results in relation to any assumption None None
15. Table 1. Empirical evidence supporting the main assumptions of the dynamic model
emerged from empirical studies and meta-analyses
Studies:
1. A longitudinal study measuring teacher and school effectiveness in different subjects
(Kyriakides & Creemers, 2008).
2. A study investigating the impact of teacher factors on achievement of Cypriot students
at the end of pre-primary school (Kyriakides & Creemers, 2009).
3. A follow-up study testing the validity of the model at the school level (Creemers &
Kyriakides, 2010a).
4. A European study testing the validity of the dynamic model (Panayiotou et al., 2013).
5. A study in Canada searching for grouping of teacher factors (Kyriakides, Archambault, &
Janosz, 2013).
6. An experimental study investigating the impact upon student achievement of a teacher
professional development approach based on DASI (Antoniou & Kyriakides, 2011).
Meta-analyses:
1. A quantitative synthesis of 67 studies exploring the impact of school factors on student
achievement (Kyriakides, Creemers, Antoniou, & Demetriou, 2010).
2. A quantitative synthesis of 167 studies searching for the impact of generic teaching skills
on student achievement (Kyriakides, Christoforou, & Charalambous, 2013).
16. 3. USING THE DYNAMIC MODEL TO DEVELOP AN
EVIDENCE-BASED AND THEORY-DRIVEN APPROACH
TO SCHOOL IMPROVEMENT: A DYNAMIC APPROACH
TO SCHOOL IMPROVEMENT (DASI)
17. 3. USING THE DYNAMIC MODEL TO DEVELOP AN EVIDENCE-BASED AND
THEORY-DRIVEN APPROACH TO SCHOOL IMPROVEMENT: A DYNAMIC
APPROACH TO SCHOOL IMPROVEMENT (DASI)
A. Main features
The Dynamic Approach to School Improvement (DASI) promotes the design
of school improvement projects that are based on a theory which has been
tested.
The DASI has its own theoretical framework which refers to school factors
that need to be considered in introducing a change.
School stakeholders are those who take decisions on which improvement
actions and tasks should be carried out.
The Advisory and Research Team (A&RTeam) is expected to share its
expertise and knowledge with practitioners and help them develop
strategies and action plans that are in line with the knowledge-base of EER.
DASI emphasizes the role of school evaluation (especially its formative
function) in improving the effectiveness status of the school.
19. 3. USING THE DYNAMIC MODEL TO DEVELOP AN EVIDENCE-BASED AND
THEORY-DRIVEN APPROACH TO SCHOOL IMPROVEMENT: A DYNAMIC
APPROACH TO SCHOOL IMPROVEMENT (DASI)
1. Establishing clarity and consensus about the general aims of school
improvement: considering student learning as the main function of
the school
It is important to start with a clear understanding of the destination
and how improvement of quality in education will be achieved.
Commitment to collaborative work needs to be established but people
have different perceptions of change.
It is difficult to reach consensus among the participants in school
reform efforts, albeit this may be crucial in its success.
Student learning should be considered as the ultimate aim of any
school improvement effort.
20. 3. USING THE DYNAMIC MODEL TO DEVELOP AN EVIDENCE-BASED AND
THEORY-DRIVEN APPROACH TO SCHOOL IMPROVEMENT: A DYNAMIC
APPROACH TO SCHOOL IMPROVEMENT (DASI)
2. Establishing clarity and consensus about the aims of school
improvement by addressing school factors which influence
learning and teaching
Presenting the dynamic model can assist school stakeholders’
understanding of the necessity of developing a School Self-
Evaluation (SSE) mechanism, which will collect data about each
school factor and its dimension.
School stakeholders should not only be aware of the factors that
need to be addressed but they should also understand that
addressing them can help them achieve better learning outcomes.
21. 3. USING THE DYNAMIC MODEL TO DEVELOP AN EVIDENCE-BASED AND
THEORY-DRIVEN APPROACH TO SCHOOL IMPROVEMENT: A DYNAMIC
APPROACH TO SCHOOL IMPROVEMENT (DASI)
3. Collecting evaluation data and identifying priorities for
improvement
Drawing on the expertise of the A&RTeam, analysis of the data can
be conducted and its results will help school stakeholders identify
priorities for improving the functioning of specific factors and/or
grouping of factors.
The improvement area has to be announced to the whole school
community and comments/reactions should be considered in
defining the area in a way that helps not only the teachers but also
parents and students understand the factors that are addressed.
22. 3. USING THE DYNAMIC MODEL TO DEVELOP AN EVIDENCE-BASED AND
THEORY-DRIVEN APPROACH TO SCHOOL IMPROVEMENT: A DYNAMIC
APPROACH TO SCHOOL IMPROVEMENT (DASI)
4. Designing school improvement strategies and action plans by
considering the available knowledge-base about the factor(s) addressed
The dynamic model refers to qualitative characteristics of the functioning of
factors which increase their impact on learning.
Members of the A&RTeam share their expertise and knowledge with school
stakeholders, providing additional input to existing ideas, experiences and
knowledge.
Effective policies are not only those which are clear to the stakeholders but
also take into account the ability of the stakeholders to implement the policy.
The final decisions are taken by the school, as development of action plans
does not only require putting into practice what is available in the literature,
but also adopting the guidelines to the needs of the stakeholders of each
school.
23. 3. USING THE DYNAMIC MODEL TO DEVELOP AN EVIDENCE-BASED AND
THEORY-DRIVEN APPROACH TO SCHOOL IMPROVEMENT: A DYNAMIC
APPROACH TO SCHOOL IMPROVEMENT (DASI)
5. Monitoring the implementation of the improvement project
through establishing formative evaluation mechanisms
The role of the A&RTeam is important, as their expertise in
conducting evaluation is shared with school stakeholders.
School stakeholders develop internal evaluation mechanisms to
monitor the progress of their improvement efforts.
Exchange of ideas and experiences between stakeholders and the
A&RTeam may help school stakeholders agree on how to improve
their action plans.
24. 3. USING THE DYNAMIC MODEL TO DEVELOP AN EVIDENCE-BASED AND
THEORY-DRIVEN APPROACH TO SCHOOL IMPROVEMENT: A DYNAMIC
APPROACH TO SCHOOL IMPROVEMENT (DASI)
6. Conduct a summative evaluation to measure the impact of
DASI
Positive findings are expected to increase the commitment of a
school to the DASI.
Summative evaluation may help school stakeholders decide
whether the factor(s) addressed have been substantially
improved, and resultantly if a new priority for improvement and
new action plans need to be developed.
26. TABLE 2. EXPERIMENTAL STUDIES INVESTIGATING THE IMPACT OF USING DASI RATHER THAN PARTICIPATORY
APPROACHES THAT ARE BASED ON PRACTITIONER’S EXPERTISE
Area of investigation Impact on factors Ultimate aims
1. Using DASI rather than HA to offer
INSET to primary teachers (n=130)
Only teachers employing DASI
managed to improve their
teaching skills
DASI had an impact on
student achievement
2. Using DASI rather than CBA to offer
INSET course on assessment (n=240)
DASI had a stronger impact than
CBA on improving assessment
skills of teachers at stages 2, 3 and
4
DASI had an impact on
student achievement
3. Using DASI to establish school self-
evaluation mechanisms in primary
schools (n=60)
Not examined since schools had
to deal with different
improvement areas
DASI had an impact on
student achievement
4. Integrating DASI with research on
bullying to help schools (n=79) in five
European countries to establish
strategies to face and reduce bullying
DASI had an impact on school
factors
DASI had an impact on
reducing bullying
5. Using DASI to promote quality and
equity in socially disadvantaged
schools (n=40)
DASI had an impact on school
factors.
DASI had an impact not
only on student
achievement, but also on
reducing unjustifiable
differences between
students’ achievement.
27. Table 2. Experimental studies investigating the impact of using DASI rather than
participatory approaches that are based on practitioner’s expertise
Studies:
1. The impact of a dynamic approach to professional development on teacher
instruction and student learning: results from an experimental study
(Antoniou & Kyriakides, 2011).
2. Searching for stages of teacher skills in assessment (Christoforidou, 2013).
3. The impact of school self-evaluation upon student achievement: a group
randomisation study (Demetriou & Kyriakides, 2012).
4. Using the dynamic model of educational effectiveness to design strategies
and actions to face bullying (Kyriakides, Creemers, Muijs, Rekers-Mombarg,
Papastylianou, Van Petegem, & Pearson, 2013).
5. Kyriakides, L., Charalambous, E., Michaelidou, A., & Creemers, B.P.M. (2014).
Promoting student learning outcomes in socially disadvantaged schools: The
impact of the dynamic approach to school improvement. Paper presented at
the 4th Meeting of the EARLI SIG Educational Effectiveness "Marrying rigour
and relevance: Towards effective education for all“. University of
Southampton, UK, 27-29 August, 2014.
29. 5. CONCLUSIONS AND SUGGESTIONS FOR FURTHER
RESEARCH
The research agenda of EER should be expanded and cover
issues associated not only with modeling and evaluating
effectiveness but also with the development of a theory-
driven and evidence-based approach to school improvement.
We need to investigate the role of the A&RTeam in
supporting schools to improve their effectiveness and the
impact of formative evaluation in school improvement efforts
next to the role of summative evaluation.
Only few studies investigated the impact of effectiveness
factors on promoting equity.
30. 5. CONCLUSIONS AND SUGGESTIONS FOR FURTHER
RESEARCH
Further research is needed to identify whether factors
included in the dynamic model are associated both with the
quality and the equity dimension of educational
effectiveness.
Since there is some evidence showing that schools can
achieve both dimensions of educational effectiveness
(Kyriakides & Creemers, 2011), we need to develop further
the dynamic model and examine whether DASI can promote
both quality and equity in education.
31. For more information on how the studies were
conducted, please visit our websites below.
Information on specific references is also
provided.
www.ucy.ac.cy/jls
www.ucy.ac.cy/esf
www.ucy.ac.cy/equality
32. Thank you for your attention!
_______________________________________________________
Leonidas Kyriakides
Department of Education, University of Cyprus,
P.O. Box 20537, 1678 Nicosia, CYPRUS
Tel. 00357-22892947, Fax: 00357-22894488
Email: kyriakid@ucy.ac.cy
Editor's Notes
The model is multilevel in nature and refers to multiple factors of effectiveness which operate at four levels (see figure 1).
The teaching and learning situation is emphasized.
School-level factors influence the teaching-learning situation by developing and evaluating the school policy on teaching and the policy on creating a learning environment at the school.
The final level refers to the influence of the educational system through a more formal way, especially through developing and evaluating the educational policy at the national/regional level.
Some supportive material for the validity of the dynamic model has been provided through five studies and two meta-analyses (see Table 1).
Five experimental studies revealed that DASI had a stronger impact on learning outcomes than the participatory approach to teacher and school improvement which gives emphasis to professional experiences (see Table 2).