Stage-based professional development needs of canadian high school teachers: Insights from the dynamic model of educational effectiveness

The main theoretical frameworks which have been developed in order to describe effective education are presented. Specifically, it is argued that by moving from Carroll’s model of school learning to the comprehensive model of educational effectiveness and, ultimately, to the dynamic model of educational effectiveness, the complex nature of educational effectiveness can be described more precisely. Moreover, the latter theoretical model takes into account the dynamic perspective of education and incorporates the results of research on differential teacher effectiveness into a generic model describing effective teaching practice. Furthermore, it is acknowledged that previous studies on teacher effectiveness have not been able to make a significant impact upon teacher training and professional development, whereas the establishment of the dynamic model of educational effectiveness may contribute significantly to addressing the main weaknesses of the field.

The conceptual framework of the Dynamic Model of Educational Effectiveness (DMEE) was used to detect effective characteristics of teaching in the Maldives. The sample consisted of grade four students (N =350) and class teachers (N =31) from eight primary schools in the urban capital city of Male’, Maldives. The study is a quantitative research and adopts an experimental design where the second low-inference observation instrument and the student questionnaire of the DMEE was used in the collection of classroom data through multi-stage sampling techniques. Descriptive statistics are then used to describe the basic features of the data in study. Results revealed that there are many dimensions from the DMEE valued at 0. This is an indication that teaching factors such as structuring, application, modelling or questioning did not occur at all in some Maldivian classrooms. However, on an average, across the teacher sample, enough time was detected (3 minutes) for structuring activities, 12 minutes for application activities. Though it is to be noted there are great variations in this find. The most important find from the study is that the minimum value recorded for all the teaching factors in the differentiation dimension is zero indicating there is no differentiated teaching detected in Maldivian classrooms as well. Implications are then drawn for teachers’ professional development in the Maldives.

This study examines the perception of teacher effectiveness and its role in optimising students’ learning in five private primary schools in Lagos State. It aims to understand the lived experiences and dispositions of teachers who have been defined as effective in the context of their schools and the wider Nigerian context and what they articulate are the factors that promote their effectiveness. Two research questions were addressed. First, how do effective teachers in private primary schools in Lagos State understand and describe their effective teaching and learning practices? Secondly, what are the personal qualities these effective teachers possess?A theoretical framework derived from a synthesis of three existing theories was employed. They are the Dynamic Model of Educational Effectiveness (DMEE), Constructivism, and the Virtue Ethics Theory (VET). DMEE and constructivism were used as a framework in answering the first research question. They were supplemented with VET in order to gain insight into the dispositions behind teacher effectiveness, which answers the second research question.This study was conducted as a multiple case study of five primary schools with five teachers selected from each school. Data were collected through interviews and unstructured observation and were then thematically analysed.The findings from this study revealed teachers’ practices and personal qualities that are integral for effective teaching and students’ learning optimisation. They include: a. Professional Knowledge b. Instructional Planning c. Differentiated Instruction d. Formative Assessment e. Care and f. Practical Wisdom. The study recommends that Pedagogical Content Knowledge should be encouraged in teachers’ practice. Furthermore, professional development in the use of success criteria and Formative Assessment should be given more attention, as this is key to teacher effectiveness. Finally, Teacher Autonomy is essential for the development of Practical wisdom (Phronesis).

In the Dynamic Model of Educational Effectiveness, classroom-level effectiveness factors are assessed through observations or aggregated students’ ratings. The current study is aimed at developing and validating a complementary teacher self-report instrument of effective practices at classroom level (theDMEE-Class-T). The new instrument showed concurrent validity with theCSS-T. Dimensionality of both instruments was examined using the bifactor exploratory structural equation modeling (ESEM) framework, testing for alternative factorial representations of the data collected in a large-scale study conducted in all Luxembourgish elementary schools. For both instruments, the bifactor-ESEM and ESEM models showed excellent fitting indices and parameters, but the ESEM solution was retained as the best model for parsimony purpose. These results suggest that the eight types of practices assessed through theDMEE-Class-Tcould be considered as distinct facets of effective teaching practices while taking items cross-loadings into account. Implications for research and teachers’ professional development are discussed.

The dynamic model of educational effectiveness defines school level factors associated with student outcomes. Emphasis is given to the two main aspects of policy, evaluation, and improvement in schools which affect quality of teaching and learning at both the level of teachers and students: a) teaching and b) school learning environment. Five measurement dimensions are used to define each factor: frequency, stage, focus, quality and differentiation. This paper reports the results of a longitudinal study testing the validity of the dynamic model at the school level. The multidimensional approach to measure the school level factors was supported and most of the factors and their dimensions were found to be associated with student achievement in different learning outcomes. Implications for the development of the dynamic model and for educational practice are drawn.

Background. The dynamic model of educational effectiveness (DMEE) is a comprehensive theoretical framework including factors that are important for school learning, based on consistent findings within educational effectiveness research. Purpose. This study investigates the impact of teacher and school factors of DMEE on mathematics and science achievement, and identifies factors with equalising qualities in terms of helping low-achieving student groups to catch up with their better-achieving peers. Sample. Data were retrieved from a large-scale, longitudinal project conducted in 571 classes in 334 schools in 6 European countries (Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia). In each country, a sample of about 50 schools was drawn, and tests in mathematics and science were administered to all grade 4 students (N = 10,742) at the beginning and end of school-year 2010–2011. Design and methods. Data on teacher factors were collected through student questionnaires, and data on school factors were collected through teacher questionnaires. Two-level regression models were applied. Interaction effects between the factor and the group composition were estimated, while controlling for prior achievement. Results. Our results confirm the importance of most tested teacher factors (except for modelling and qualitative structuring) and all tested school factors of DMEE for effective math and science education. The majority of these factors appear to make an even greater difference for low-achieving student groups. Conclusions. Our results provide further validity to DMEE at classroom and school level, and indicate that most factors make a greater difference for low-achieving student groups. Thus, effective teaching is an important aspect for reducing the achievement gap. This illustrates the importance of placing the most effective teachers in schools with the highest percentage of underachieving students. Policy should encourage good teachers to teach in low-achieving schools by making these jobs more attractive, both financially and in terms of work conditions.

We present results of a longitudinal study in which 50 schools, 113 classes and 2,542 Cypriot primary students participated. We tested the validity of the dynamic model of educational effectiveness and especially its assumption that the impact of school factors depends on the current situation of the school and on the type of problems/difficulties the school is facing. Reference is made to the methods used to test this assumption of the dynamic model by measuring school effectiveness in mathematics, Greek language, and religious education over two consecutive school years. The main findings are as follows. School factors were found to have situational effects. Specifically, the development of a school policy for teaching and the school evaluation of policy for teaching were found to have stronger effects in schools where the quality of teaching at classroom level was low. Moreover, time stability in the effectiveness status of schools was identified and thereby changes in the functioning of schools were found not to have a significant impact on changes in the effectiveness status of schools. Implications of the findings for the development of the dynamic model and suggestions for further research are presented.

Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5,476 students from 125 elementary schools in Serbia and 5,021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement were comprised from students’ Trends in International Mathematics and Science Study (TIMSS) 2011 scores and national examination results, respectively. Data were analyzed using multilevel modeling. The results indicate that teacher factors from the dynamic model did not impact student achievement in mathematics and biology but influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research.

Large-scale educational effectiveness research requires valid student questionnaires to assess teaching practices. This research validated eight scales for measuring teaching factors from the Dynamic Model of Educational Effectiveness (DMEE). Parallel versions of scales for measuring teaching factors in mathematics and biology were constructed and validated in two studies. In the first study, an exploratory factor analysis was conducted on data from 683 students. In the second study, the structure was cross-validated via a confirmatory factor analysis (CFA ) on a sample of 5,476 students. The multi-group CFA resulted in an acceptable metric invarience for all scales, indicating that the scales have comparable factor loadings. However, unsatisfactory scalar invariance suggested that the scales could not be used to compare teachers of different subjects. Testing alternative structural relations between the teaching factors did not confirm that the data fit the DMEE model adequately, although the fit parameters were better than for the alternative theoretical models. For mathematics, the external validation of the scales showed that the scales correlated with job satisfaction, external control, and teacher self-efficacy reported by the teachers. The scales are reliable and valid and could be applied to different school subjects.

Previous articleNext article No AccessFocus on the IEAThe Classroom Environment Study: Teaching for LearningLorin W. AndersonLorin W. Anderson Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 31, Number 1Feb., 1987Special Issue on the Second IEA Study Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446656 Views: 11Total views on this site Citations: 17Citations are reported from Crossref Copyright 1987 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Leonidas Kyriakides, Charalambos Y. Charalambous, Evi Charalambous Using ILSAs to Promote Quality and Equity in Education: The Contribution of the Dynamic Model of Educational Effectiveness, (Sep 2022): 253–276.https://doi.org/10.1007/978-3-030-88178-8_13Leonidas Kyriakides, Charalambos Y. Charalambous, Evi Charalambous Using ILSAs to Promote Quality and Equity in Education: The Contribution of the Dynamic Model of Educational Effectiveness, (Nov 2021): 1–24.https://doi.org/10.1007/978-3-030-38298-8_13-1Saeed Ahmadi, Abdollah Keshavarzi Comparing Educational Efficiency Among Male and Female Literature Teachers Graduated from Islamic Azad University, State University and Payamnoor University, Procedia - Social and Behavioral Sciences 83 (Jul 2013): 926–931.https://doi.org/10.1016/j.sbspro.2013.06.173Kathryn Anderson-Levitt Translating as nudging teachers toward “best practice”, ZDM 44, no.33 (May 2012): 445–448.https://doi.org/10.1007/s11858-012-0419-9Elena Jurasaite-Harbison Workplace Learning in Informal Contexts, (Jan 2012): 79–100.https://doi.org/10.1007/978-94-6209-077-4_5 Dong-Yeol Park, Young-Jun Heo, Jin-Gu Kim, Kang-Ho Kim, Chyul-Young Jyung The Basic Learning Ability of Vocational & General High School Students and Its Related Variables, Journal ofAgricultural Education and Human Resource Development 42, no.33 (Sep 2010): 1–23.https://doi.org/10.23840/agehrd.2010.42.3.1Njoki Nathani Wane Indigenous Education and Cultural Resistance: A Decolonizing Project, Curriculum Inquiry 39, no.11 (Jan 2015): 159–178.https://doi.org/10.1111/j.1467-873X.2008.01443.xHersh C. Waxman, Yolanda N. Padrón The Uses of the Classroom Observation Schedule to Improve Classroom Instruction, (Jan 2004): 72–96.https://doi.org/10.1017/CBO9780511616419.004Kathryn M. Anderson-Levitt A World Culture of Schooling?, (Jan 2003): 1–26.https://doi.org/10.1057/9781403980359_1Kathryn M. Anderson-Levitt Teaching Culture as National and Transnational: A Response to Teachers’ Work, Educational Researcher 31, no.33 (Jul 2016): 19–21.https://doi.org/10.3102/0013189X031003019Dennis R. Herschbach Improving training quality in developing countries, International Journal of Manpower 18, no.1/21/2 (Feb 1997): 90–118.https://doi.org/10.1108/01437729710169300Hersholt C. Waxman, Shwu-Yong L. Huang Motivation and Learning Environment Differences in Inner-City Middle School Students, The Journal of Educational Research 90, no.22 (Jul 2010): 93–102.https://doi.org/10.1080/00220671.1996.9944450Hersholt C. Waxman, Shwu-Yong L. Huang Differences by Level of Technology Use on Students' Motivation, Anxiety, and Classroom Learning Environment in Mathematics, Journal of Educational Technology Systems 25, no.11 (Sep 1996): 67–77.https://doi.org/10.2190/8HGJ-XRJV-3V9P-KQL5Bruce Fuller, Conrad W. Snyder, David Chapman, Haiyan Hua Explaining variation in teaching practices? Effects of state policy, teacher background, and curricula in Southern Africa, Teaching and Teacher Education 10, no.22 (Mar 1994): 141–156.https://doi.org/10.1016/0742-051X(94)90009-4W.H. Adriaan Hofman School Effects on Performances of Minority Pupils 1, School Effectiveness and School Improvement 5, no.11 (Mar 1994): 26–44.https://doi.org/10.1080/0924345940050103 References, (Jan 1989): 303–307.https://doi.org/10.1016/B978-0-08-037268-6.50014-5Yeoh Oon Chye, Tan Yap Kwang A Cross-Sectional Perspective on Science Performance in Singapore, Singapore Journal of Education 8, no.11 (Jan 1987): 23–54.https://doi.org/10.1080/02188798708547613

Aim of this paper is to investigate the educational assessment for Mechatron platform, which represents a series of upgraded and patented educational platform for teaching the course of mechatronics at the West Attica University in Athens, since 1998. The research methodology follows the positivist philosophical approach with productive research approach and uses the quantitative method using questionnaires. The sample numbers 40 students. The research framework is based on two famous evaluation models: U-IS success model for user satisfaction and Dynamic model of educational effectiveness (DMEE). From research findings it appears that the overall satisfaction is very positive with 75% (high and very high satisfaction) from the educational use of Mechatron in engineering education. Specifically, the overall satisfaction is influenced by efficiency in teaching & Total Educational Assessment. The outcome is a strong positive relationship between educational efficiency (DMEE), Total Educational Assessment and Success of Mechatron (user satisfaction of robotic platform). Finally, this research can help the educators to design better academic courses by using the Mechatron platform

Pressures on pupil achievement, alongside a rigorous inspection regime in English schools has arguably led to an increased interest in demonstrating the impact of beginning teachers on pupil attainment. Routes into teaching have come under intense scrutiny, not least the Teach First route (TF), which is seen as an expensive training model. Several impact studies have attempted to evaluate TF and its’ teachers, with mixed results (Darling-Hammond, 2006; Reynolds, Hopkins, Potter, & Chapman, 2001). This research builds on these findings and investigates the impact by TF beginning teachers using the Kyriakides, Creemers, and Antoniou (2009) dynamic model of educational effectiveness as a framework for analysis. Findings indicate that these teacher level factors are interrelated and not isolated characteristics. Participants move between these levels as the year progresses, and may do so in a non-linear, and non-sequential way. This study has added to an existing body of knowledge and indicates that further exploration of teacher impact is necessary, especially in terms of enabling teachers to assess their own impact on pupils, and to understand what it is they are doing that is making a difference. (DIPF/Orig.)

This paper investigates the extent to which the teacher factors of the dynamic model of educational effectiveness are related to each other forming stages of effective teaching. It also investigates whether teachers situated at higher stages are more effective than those situated at lower stages in terms of promoting student learning outcomes. All grade 4 teachers (n = 31) of eight schools and their students (n = 350) in the urban capital of Male’ city in the Maldives participated in this study. Teacher factors were measured through a student questionnaire. External tests were used to measure student achievement in English language at the beginning and end of the 2019–2020 school year. Teacher factors were grouped into six stages of teaching. Multilevel regression analysis revealed that students of teachers situated at higher stages have better learning outcomes than students of teachers situated at lower stages. Implications of findings for research, policy and practice are drawn.

The chapter refers to the evolvement of Educational Effectiveness Research (EER) during the last 40 years that begun from the mere identification of correlations among factors and led to the development of integrated models of effectiveness. Then, the chapter refers to the development of the dynamic model of educational effectiveness which emerged from a critical review of integrated models of effectiveness and a synthesis of studies testing the validity of these models. The teacher factors of the dynamic model are presented and their relations with theories of learning are identified. We also refer to longitudinal studies conducted in different countries to test the validity of the dynamic model. The findings of these studies generated empirical support to the main assumptions of the model. Stages of effective teaching were also identified. In the final section, issues of equity are discussed taking into consideration that EER has evolved beyond the sole search of ‘what works’ in education to also providing answers to questions such as ‘for whom does it work’ and ‘under which conditions does it work’. Finally, we discuss the possibilities of developing a more comprehensive and dynamic theoretical framework of teaching and learning that can be used for improvement purposes.

This project investigates the impact of the dynamic approach to school improvement (DASI) aiming to help schools face and reduce bullying through integrating research on bullying with educational effectiveness research (EER). A network of approximately 15 schools in each participating country (i.e., Belgium, Cyprus, England, Greece, and The Netherlands) received support to use DASI in order to improve the functioning of school factors included in the dynamic model of educational effectiveness which are associated with reduction of bullying. The Revised Olweus Bully/Victim Questionnaire was administered to students of the experimental (n = 1461) and control (n = 1535) group at the beginning and at the end of the intervention. With the use of multilevel modelling techniques, it was found that schools which made use of DASI were able to reduce bullying at a significantly higher level than the schools of the control group. Implications for the development of effective policies and practices in reducing bullying are drawn.