Χαράλαμπος Χαραλάμπους
Ο Χαράλαμπος Γ. Χαραλάμπους είναι Αναπληρωτής Καθηγητής στο Τμήμα Επιστημών της Αγωγής του Πανεπιστημίου Κύπρου στον Τομέα της Εκπαιδευτικής Έρευνας και Αξιολόγησης. Πραγματοποίησε τις βασικές του σπουδές στο Πανεπιστήμιο Κύπρου (Πτυχίο Επιστημών της Αγωγής, 2000). Έκανε 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). Με το πέρας των μεταπτυχιακών του σπουδών πραγματοποίησε μεταδιδακτορική έρευνα στο Harvard University (2009-2010). Έχει εργαστεί ως εμπειρογνώμονας για την Παγκόσμια Τράπεζα κατά την Αξιολόγηση του Εκπαιδευτικού Συστήματος της Κύπρου (2013-2014), ενώ από το 2018-2022 διετέλεσε Συντονιστής της Ομάδας Ειδικού Ενδιαφέροντος 18 (Εκπαιδευτική Αποτελεσματικότητα) του Ευρωπαϊκού Οργανισμού Έρευνας σε Θέματα Μάθησης και Διδασκαλίας (EARLI). Αυτή την περίοδο συμμετέχει σε δύο ομάδες ειδικών της διεθνούς έρευνας Teaching and Learning International Survey (TALIS) 2024 του ΟΟΣΑ (για το γενικό ερωτηματολόγιο των εκπαιδευτικών και για το ερωτηματολόγιο μέτρησης της γνώσης τους). Έχει συμμετέχει ή ηγηθεί αριθμού εθνικών ή ευρωπαϊκών ερευνητικών έργων σε θέματα εκπαιδευτικής αποτελεσματικότητας και βελτίωσης, ενώ έχει, παράλληλα, συγγράψει αριθμό άρθρων σε διάφορα περιοδικά με σύστημα κριτών.
Άρθρα
Charalambous, Y., & Charalambous, C.Y. (in press). Examining the effects of an intervention on mathematical modeling in problem solving at upper elementary grades: A cluster randomized trial study. Mathematical Thinking and Learning, https://doi.org/10.1080/10986065.2023.2270088
Tsangaridou, N., Charalambous, C. Y., & Kyriakides, E. (in press). Preservice classroom teachers’ views and experiences of teaching physical education: Does taking a physical education specialization matter? European Physical Education Review, DOI: 10.1177/1356336X231203082
Agathangelou, S.A., Hill, C. H., & Charalambous, C. Y. (2024). Customizing professional development opportunities to teachers’ needs: Results from a latent profile analysis. Elementary School Journal, 124(3). https://doi.org/10.1086/728590
Charalambous, C. Y., Agathangelou, S., Kasapi, E., & Christofidou, E. (2023). Learning to teach ambitiously: a multiple case-study of practicing teachers’ experimentation with enablers and extenders. Journal of Mathematics Teacher Education, 26, 363-394. https://doi.org/10.1007/s10857-022-09532-9
Ruelman, M., Charalambous, C., & Praetorius, A.K. (2023). The representation of feedback literature in classroom observation frameworks: an exploratory study. Educational Assessment, Evaluation and Accountability, 35, 67-104. https://doi.org/10.1007/s11092-022-09403-0
Sergiou, S.C., Georgiou, G.K., Charalambous, C.Y. (2023). Domain specific and cross domain associations between PASS cognitive processes and academic achievement. Behavioral Science, 13(10), 824. https://doi.org/10.3390/bs13100824.
Sergiou, S. Georgiou, G. K., & Charalambous, C. Y. (2023). 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, 11(1), 86-94. DOI: 10.1080/21683603.2021.1945513
Tsangaridou, N., & Charalambous, C. Y. (2023). Drawing on Siedentop’s legacy to revisit systematic observation of teaching: Identifying and addressing key validity and reliability questions. Quest, 5(1), 29-38. https://doi.org/10.1080/00336297.2022.2155980
Tsangaridou, N., Pieroua, M., & Charalambous, C.Y. (2023). An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks. European Physical Education Review, 29 (1), 91-106. doi: 10.1177/1356336X221115376
Charalambous, C.Y., Philippou, S., Olympiou, G., & Georgiou, K. (2022). Experimenting with enablers and extenders to support ambitious teaching in mathematics: A video-club case study of student teachers during their field placement. Teaching and Teacher Education, 119, 103874. https://doi.org/10.1016/j.tate.2022.103874
Charalambous, C. Y., & Praetorius, A.-K. (2022). 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.2022.101202
Tsangaridou, 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: 10.1177/1356336X211050922
Agathangelou, 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/s10857-020-09466-0
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. Studies in Educational Evaluation, 71(1), Doi: 10.1016/j.stueduc.2021.101092
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. Journal of Teaching in Physical Education, 40(2), 256-266. https://doi.org/10.1123/jtpe.2019-0162
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. International Journal of School & Educational Psychology. DOI: 10.1080/21683603.2021.1945513
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. Journal of Teaching in Physical Education, 40(4), 577-588. https://doi.org/10.1123/jtpe.2020-0010
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. School Effectiveness and School Improvement, DOI: 10.1080/09243453.2021.194207
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.
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/s10857-019-09443-2
Charalambous, 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.2020.100894
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.
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/s10857-019-09443-2
Charalambous, 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.2020.100894
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. Journal of Teaching in Physical Education, 40(2), 256-266. doi: 10.1123/jtpe.2019-0162
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. 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: 10.1080/09243453.2019.1618877
Hill, 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/s11858-018-0913-9
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.
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
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
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. Educational Assessment, 22 (2), 71-94, DOI: 10.1080/10627197.2017.1309274
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.
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. https://doi.org/10.1080/09243453.2017.1311929
Agathangelou, S., Charalambous, C.Y., & Koutselini, M. (2016). Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects? Teaching and Teacher Education, 57, 125-138.
Charalambous, C. Y. (2016). Investigating the knowledge needed for teaching mathematics: An exploratory validation study focusing on teaching practices. Journal of Teacher Education, 67 (3), 220-237.
Charalambous, C. Y. (2015). Working at the intersection of teacher knowledge, productive dispositions, and teaching practice: A multiple-case study. Journal of Mathematics Teacher Education, 18 (5),427–445.
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. Learning and Instruction, 36, 113-124. / DOI: 10.1016/j.learninstruc.2015.01.004
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
Charalambous, C. Y. (2014). Moving from the if to the how: Improving instructional quality by delineating stages of teacher effectiveness. Journal of Classroom Interaction, 49(1), 26-32.
Mitchell, R., Charalambous, C. Y., & Hill, C.H. (2014). Examining the task and knowledge demands needed to teach with representations. Journal of Mathematics Teacher Education, 17, 37-60. / DOI: 10.1007/s10857-013-9253-4
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
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
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. Journal of Curriculum Studies, 44(4), 489-513. / DOI: 10.1080/00220272.2012.716974
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. Studies in Educational Evaluation, 38, 93-106. / DOI: 10.1016/j.stueduc.2012.08.001
Hill, H. C., & Charalambous, C. Y. (2012). Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues. Journal of Curriculum Studies, 44(4), 559-576. / DOI: 10.1080/00220272.2012.716978
Hill, H. C., & Charalambous, C. Y. (2012). Teaching (Un)Connected Mathematics: Two teachers’ enactment of thePizza problem. Journal of Curriculum Studies, 44(4), 467-487. / DOI: 10.1080/00220272.2012.716972
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. Educational Assessment, 17 (2-3), 1-19. / DOI: 10.1080/10627197.2012.715019
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
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? Journal of Mathematics Teacher Education, 14, 441-463. / DOI: 10.1007/s10857-011-9182-z
Charalambous, C. Y., & Philippou, G. (2010). Teachers’ concerns and efficacy beliefs about implementing a mathematics curriculum reform: Integrating two lines of inquiry. Educational Studies in Mathematics, 75 (1), 1-21. / DOI: 10.1007/s10649-010-9238-5
Charalambous, C. Y. (2010). Mathematical knowledge for teaching and task unfolding: An exploratory study.The Elementary School Journal, 110 (3), 247-278. DOI: 10.1086/648978.
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. Mathematical Thinking and Learning, 12(2), 117-151. / DOI: 10.1080/10986060903460070
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. Educational Studies in Mathematics, 71 (2), 161-180. / DOI: 10.1007/s10649-008-9170-0
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. Cognition and Instruction, 26, 430-511. / DOI: 10.1080/07370000802177235
Charalambous, C. Y., & Pitta-Pantazi, D. (2007). Drawing on a theoretical model to study students’ understandings of fractions. Educational Studies in Mathematics, 64 (3), 293-316. / DOI: 10.1007/s10649-006-9036-2
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. Journal of Mathematics Teacher Education, 10, 261-277. / DOI: 10.1007/s10857-007-9039-7
Kyriakides, L., Charalambous, C., Philippou, G., & Gampbell, R. J. (2006). Illuminating reform evaluation studies through incorporating teacher effectiveness research: A case study in mathematics. School Effectiveness and School Improvement, 17 (1), 3-32. / DOI: 10.1080/09243450500404293
Kyriakides, L., Demetriou, D., & Charalambous, C. (2006). Generating criteria for evaluating teachers through teacher effectiveness research. Educational Research, 48 (1), 1-20. / DOI: 10.1080/00131880500498297
Kyriakides, L., & Charalambous, C. (2005). Using educational effectiveness research to design international comparative studies: Turning limitations into new perspectives. Research Papers in Education, 20 (4), 391-412. / DOI: 10.1080/02671520500335816
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.Journal of Mathematics Behavior, 24, 287-301. / DOI: 10.1016/j.jmathb.2005.09.009
Βιβλία
Praetorius, A.-K., & Charalambous, C. Y. (2023) (Eds.), Theorizing teaching: Current status and open issues Springer.
Κεφάλαια σε βιβλία
Charalambous, C. Y. (2024). Drawing on large-scale studies to examine the contribution of teacher quality to student learning: A critical reflection on the literature. In V. Symeonides (Ed.), Enhancing the value of teacher education research: implications for policy and practice (pp. 121-142). Brill. DOI: 10.1163/97890004689992_007
Charalambous, C. Y., Agathangelou, S., Delaney, S., & Papadouris, N. (2023). Engaging all students in challenging mathematical work: Working at the intersection of cognitively challenging tasks and differentiation during lesson planning and enactment. In J. Cai, G. J. Stylianides, & P. A, Kenney (Eds.), Research studies on learning and teaching of mathematics: Dedicated to E. A Silver (pp. 179-218). Springer. https://doi.org/10.1007/978-3-031-35459-5_9.
Charalambous, C. Y., & Praetorius, A.-K. (2023). Theorizing teaching: Synthesizing expert opinion to identify the next steps. In A.-K. Praetorius & C. Y. Charalambous (Eds.), Theorizing teaching: Current status and open issues (pp. 325-353). Springer.
Georgiou, G.K., Charalambous, C.Y., & Sergiou, S. (2023). The role of neuropsychological processes in mathematics: Implications for assessment and teaching. In K.M., Robinson, A.K., Dubé, & D. Kotsopoulos (Eds.), Mathematical cognition and understanding: Perspectives on mathematical minds in the elementary and middle school years (pp. 103-121). Springer. https://doi.org/10.1007/978-3-031-29195-1_6
Praetorius, A-.K., & Charalambous, C. Y. (2023). Where are we on theorizing teaching? A literature overview. In A.-K. Praetorius & C. Y. Charalambous (Eds.), Theorizing teaching: Current status and open issues (pp. 1-22). Springer.
Praetorius, A-.K., & Charalambous, C. Y. with Biesta, G., Cai, J., Chazan, D., Herbst, P. G., Hwang, S., Hiebert, J., Klieme, E., Kyriakides, L., Melville, M., Antoniou, P., Panayiotou, A., Robison, V., Scheerens, J., Schoenfeld, A. H., Stigler, J., & Vieluf, S. (2023). Drawing on the Delphi technique to explore areas of convergence and divergence among expert opinions in the field of teaching. In A.-K. Praetorius & C. Y. Charalambous (Eds.), Theorizing teaching: Current status and open issues (pp. 281-323). 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 T. Nilsen, A. Stancel-Piątak, & J.-E. Gustafsson (Eds.), International handbook of comparative large-scale studies in education (pp. 253-276). Springer International Handbooks of Education, https://doi.org/10.1007/978-3-030-38298-8_13-1
Charalambous, 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.), The international handbook of mathematics teacher education, Volume: 1- Knowledge, beliefs, and identity in mathematics teaching and teaching development (2nd ed., pp. 355-390). The Netherlands: 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 (3rd 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.), Educational policy evaluation through international comparative assessments (pp. 33-50). Munster & New York: Waxmann.
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.), Educational policy evaluation through international comparative assessments (pp. 191-206). Munster & New York: Waxmann.
Charalambous, C. Y., & Kyriakides, L. (2012). Exploring causal relationships in experimental and non-experimental designs. A brief overview. In C. Theophilides, & J. Pyrgiotakis (Eds.), Educational research: Theoretical considerations and orientations toward educational praxis (pp. 106-128). Nicosia: University of Nicosia. [In Greek.]
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.), Research issues in Mathematics Education (pp. 37-49). Nicosia: University of Cyprus, Vice-Rectorship of Academic Affairs. [In Greek]
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.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 245-265). New York: Routledge.