Undergraduate studies at the Pedagogical Academy of Cyprus (Teacher's Diploma, 1988) and at the State University of New York (B.Sc. 1990, Mathematics). Graduate studies at the University of Warwick (M.A. 1991 and Ph.D. 1994 in Educational Research). He has taught at the Pedagogical Institute of Cyprus (1994-1998) and at the University of Warwick (1998-1999).

My field of research and scholarship is the evaluation of educational effectiveness, whether of teachers, schools or educational systems. My major contributions to knowledge in the field are in three distinct but related dimensions. These are the evaluation of teacher effectiveness, the evaluation of school effectiveness, and the development of generic and differential models of educational effectiveness that can be used for establishing links between research and improvement of policy and practice. Currently my research agenda is concerned with the development of a dynamic model of educational effectiveness, and the application of effectiveness research to the improvement of educational practice.

Creemers, B.P.M., Kyriakides, L. & Sammons, P. (2010). Methodological Advances in Educational Effectiveness Research. London and New York: Taylor & Francis.
Kyriakides, L., Creemers, B., 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.
Creemers, B.P.M., & Kyriakides, L. (2010). School factors explaining achievement on cognitive and affective outcomes: Establishing a dynamic model of educational effectiveness. Scandinavian Journal of Educational Research, 54(1), 263-294.
Kyriakides, L. & Luyten, H. (2009). The contribution of schooling to the cognitive development of secondary education students in Cyprus: an application of regression-discontinuity with multiple cut-off points. School Effectiveness and School Improvement, 20 (2), 167-186.
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.
Kyriakides, L. (2008). Testing the validity of the comprehensive model of educational effectiveness: a step towards the development of a dynamic model of effectiveness. School Effectiveness and School Improvement, 19 (4), 429-446.
Kyriakides, L. & Creemers, B.P.M. (2008). A longitudinal study on the stability over time of school and teacher effects on student learning outcomes. Oxford Review of Education, 34 (5), 521-545.
Kyriakides, L. & Creemers, B.P.M. (2008). Using a multidimensional approach to measure the impact of classroom level factors upon student achievement: a study testing the validity of the dynamic model. School Effectiveness and School Improvement, 19 (2), 183-205.
Creemers, B.P.M. & Kyriakides, L. (2008). The dynamics of educational effectiveness: a contribution to policy, practice and theory in contemporary schools. London: Routledge.
Kyriakides, L. (2007). Generic and Differentiated Models of Educational Effectiveness: Implications for the Improvement of Educational Practice. In T. Townsend (Ed.) International Handbook of School Effectiveness and Improvement (pp. 41-56). Dordrecht, the Netherlands: Springer.
Kyriakides, L. Kaloyirou, C. & Lindsay, G. (2006). An analysis of the Revised Olweus Bully/Victim Questionnaire for students using the Rasch measurement model. British Journal of Educational Psychology, 76, 781-801.
Demetriou, A. & Kyriakides, L. (2006). A Rasch Measurement Model Analysis of Cognitive Developmental Sequences: Validating a comprehensive theory of cognitive development. British Journal of Educational Psychology, 76 (2), 209-242.
Kyriakides, L. (2005). Evaluating school policy on parents working with their children in class. The Journal of Educational Research, 98 (5), 281-298.
Kyriakides, L. (2005). Extending the Comprehensive Model of Educational Effectiveness by an Empirical Investigation. School Effectiveness and School Improvement, 16 (2), 103-152.
Campbell, R.J., Kyriakides, L., Muijs, R.D. & Robinson, W. (2004). Assessing teacher effectiveness: a differentiated model. London: RoutledgeFalmer.
Kyriakides, L. (2004). Investigating Validity from Teachers’ Perspective through their engagement in Large-Scale Assessment: the Emergent Literacy Baseline Assessment Project. Assessment in Education: Principles, Policy and Practice, 11 (2), 143-165.
Kyriakides, L. & Gagatsis, A. (2003). Assessing Student Problem-Solving Skills. Structural Equation Modeling: A Multidisciplinary Journal, 10 (4), 609-621.
Kyriakides, L. & Campbell, R.J. (2003). Teacher Evaluation in Cyprus: Some conceptual and methodological issues arising from Teacher and School Effectiveness Research. Journal of Personnel Evaluation in Education, 17 (1), 21-40.
Campbell, R.J., Kyriakides, L., Muijs, R.D., & Robinson, W. (2003). Differential teacher effectiveness: towards a model for research and teacher appraisal. Oxford Review of Education, 29 (3), 347-362.
Demetriou, A., Kyriakides, L., & Avraamidou, C. (2003). The missing link in the relations between intelligence and personality. Journal of Research in Personality, 37 (6), 547-581.
Kyriakides, L. & Kelly, K. (2003). The impact of engagement in large scale assessment on teacher professional development: The Emergent Literacy Baseline Assessment project. Journal of Research in Childhood Education, 18 (1), 38-56.
Kyriakides, L., Campbell, R.J., & Gagatsis, A. (2000). The significance of the classroom effect in primary schools: An application of Creemers’ comprehensive model of educational effectiveness. School Effectiveness and School Improvement, 11 (4), 501-529.
Campbell, R.J. & Kyriakides, L. (2000). The National Curriculum and Standards in Primary Schools: a comparative perspective. Comparative Education, 36 (4), 383-395.