Κατάλογος Προσωπικού

ΛΕΩΝΙΔΑΣ ΚΥΡΙΑΚΙΔΗΣ

KYRIAKIDES LEONIDAS
22892947
...
ΚΑΘΗΓΗΤΗΣ/ΡΙΑ
Τμήμα Επιστημών της Αγωγής
Crosspoint, Corner of Kallipoleos and Hypatia 1 Nicosia 1071

Ο Δρ. Λεωνίδας Κυριακίδης είναι Καθηγητής Εκπαιδευτικής Έρευνας και Αξιολόγησης στο Τμήμα Επιστημών της Αγωγής του Πανεπιστημίου Κύπρου. Βασικές σπουδές στην Παιδαγωγική Ακαδημία Κύπρου (Πτυχίο Δασκάλου, 1988) και στο Πολιτειακό Πανεπιστήμιο της Νέας Υόρκης (Πτυχίο Μαθηματικών, Β.Sc., 1990). Μεταπτυχιακές σπουδές στο Πανεπιστήμιο Warwick (Μ.Α., 1991 και Ph.D., 1994 στην εκπαιδευτική έρευνα). Έχει διδάξει στο Παιδαγωγικό Ινστιτούτο Κύπρου (1994-1998) και στο Πανεπιστήμιο Warwick (1998-1999). Τα ερευνητικά του ενδιαφέροντα καταπιάνονται με θέματα που ανήκουν στο χώρο της αξιολόγησης της εκπαιδευτικής αποτελεσματικότητας ως προς τις δύο διαστάσεις της, ποιότητα και ισότητα. Συγκεκριμένα, στην παρούσα φάση, το ερευνητικό του ενδιαφέρον αφορά στον τρόπο αξιοποίησης της έρευνας που έχει διεξαχθεί γύρω από το δυναμικό μοντέλο εκπαιδευτικής αποτελεσματικότητας με στόχο τη βελτίωση των εκπαιδευτικών πρακτικών μέσω μίας δυναμικής προσέγγισης βελτίωσης της σχολικής αποτελεσματικότητας. O Δρ. Κυριακίδης έχει, επίσης, αναγορευθεί σε Επίτιμο Διδάκτορα της Σχολής Επιστημών της Αγωγής του Πανεπιστημίου του Gothenburg στη Σουηδία. Ακόμη, συμμετείχε σε αρκετά διεθνή ερευνητικά προγράμματα και η έρευνά του έχει συνεισφέρει σημαντικά όχι μόνο στη βελτίωση θεωρητικών μοντέλων εκπαιδευτικής αποτελεσματικότητας, αλλά και στην αξιοποίηση αυτών για βελτίωση της ποιότητας και της ισότητας στην εκπαίδευση. Διετέλεσε πρόεδρος διεθνών οργανισμών που ασχολούνται με την εκπαιδευτική αποτελεσματικότητα, όπως του EARLI SIG on Educational Effectiveness και AERA SIG on School Effectiveness, όπως και μέλος της επιτροπής εμπειρογνωμόνων που ανέπτυξαν τα ερευνητικά εργαλεία της έρευνας PISA 2015. Επιπρόσθετα, είναι Editor-in-Chief του περιοδικού Studies in Educational Evaluation, όπως και μέλος της εκδοτικής επιτροπής πολλών διεθνών περιοδικών με σύστημα κριτών όπως το «School Effectiveness and School Improvement», «Effective Education», «Research Papers in Education» και «Educational and Psychological Measurement». Τέλος, έχει δημοσιεύσει περισσότερα από 120 άρθρα σε διεθνή περιοδικά με σύστημα κριτών, 100 κεφάλαια σε βιβλία και 10 βιβλία με τους εκδοτικούς οίκους Routledge και Springer.

 

Πλήρες Βιογραφικό Εδώ

Τα ερευνητικά του ενδιαφέροντα καταπιάνονται με θέματα που ανήκουν στο χώρο της αξιολόγησης της εκπαιδευτικής αποτελεσματικότητας και αφορούν στη μέτρηση της αποτελεσματικότητας του εκπαιδευτικού, της σχολικής μονάδας και, γενικότερα, του εκπαιδευτικού συστήματος. Η κύρια συνεισφορά του στην ερευνητική αυτή περιοχή καλύπτει τρεις ξεχωριστές διαστάσεις της εκπαιδευτικής αποτελεσματικότητας, οι οποίες, όμως, σχετίζονται μεταξύ τους. Οι διαστάσεις αυτές είναι η ανάπτυξη και εγκυροποίηση θεωρητικών μοντέλων εκπαιδευτικής αποτελεσματικότητας, η αξιοποίηση των πορισμάτων της έρευνας για την αποτελεσματικότητα, με στόχο τη βελτίωση της εκπαιδευτικής πράξης και η ανάπτυξη της μεθοδολογίας της έρευνας για την εκπαιδευτική αποτελεσματικότητα.

 

Βιβλία στα Αγγλικά

  • Kyriakides, L., Creemers, B.P.M., Panayiotou, A., & Charalambous, E. (2020). Quality and Equity in Education: Revisiting Theory and Research on Educational Effectiveness and Improvement. London and New York: Routledge.
  • Kyriakides, L., Creemers, B.P.M., & Charalambous, E. (2018). Equity and Quality Dimensions in Educational Effectiveness. Dordrecht, the Netherlands: Springer.
  • Creemers, B.P.M., Kyriakides, L., & Antoniou, P. (2013). Teacher professional development for improving quality in teaching. Dordrecht, the Netherlands: Springer.
  • Creemers, B.P.M., & Kyriakides, L. (2012). Improving Quality in Education: Dynamic Approaches to School Improvement. London and New York: Routledge.
  • Creemers, B.P.M., Kyriakides, L. & Sammons, P. (2010). Methodological Advances in Educational Effectiveness Research. London and New York: Taylor & Francis.
  • 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.
  • Campbell, R.J., Kyriakides, L., Muijs, R.D., & Robinson, W. (2004). Assessing teacher effectiveness: a differentiated model. London: RoutledgeFalmer.

Πρόσφατα Επιστημονικά Άρθρα σε Διεθνή Περιοδικά με Σύστημα Κριτών

  • Anastasou, M., & Kyriakides, L. (2024). Academically Resilient Students: Searching for Differential Teacher Effects in Mathematics. School Effectiveness and School Improvement. https://doi.org/10.1080/09243453.2024.2314571
  • Musthafa, H.S., & Kyriakides, L. (2023). Using student ratings and external observations to detect effects of quality of teaching on student learning outcomes: A longitudinal study in the Maldives. Asia Pacific Journal of Education. http://dx.doi.org/10.1080/02188791.2023.2261648
  • Michael, D., Kyriakides, L. (2023). Mediating effects of motivation and socioeconomic status on reading achievement: a secondary analysis of PISA 2018. Large-scale Assessments in Education, 11(31). https://doi.org/10.1186/s40536-023-00181-9
  • Mejía-Rodríguez, A. M., & Kyriakides, L. (2023). Searching for the impact of national culture dimensions on student achievement: implications for educational effectiveness research. School Effectiveness and School Improvement, 34(2), 226-246. https://doi.org/10.1080/09243453.2023.2171068
  • Mejía-Rodríguez, A. M., & Kyriakides, L. (2022). What matters for student learning outcomes? A systematic review of studies exploring system-level factors of educational effectiveness. Review of Education, 34, e3374. https://doi.org/10.1002/rev3.3374
  • Antoniou, P., Kyriakides, L., & Charalambous, E. (2022). How and under Which Conditions Can We Best Combine Research on School Effectiveness with Research on School Improvement? Establishing Connections Using the Dynamic Approach to School Improvement. Education Sciences, 12, 537. https://doi.org/10.3390/educsci12080537
  • Kokkinou, E., & Kyriakides, L. (2022). Investigating differential teacher effectiveness: searching for the impact of classroom context factors. School Effectiveness and School Improvement, 33(3), 403-430.  https://doi.org/10.1080/09243453.2022.2030762  
  • 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.
  • Teodorović, J., Milin, V., Bodroža, B., Đerić, I. D., Vujačić, M., Jakšić, I. M., Stanković, D., Cankar, G., Charalambous, C. Y., Damme, J. V., & Kyriakides, L. (2022). 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, 33(1), 51–85. https://doi.org/10.1080/09243453.2021.1942076
 
  • Konstantinidou, E., & Kyriakides, L. (2022). Instructional engagement and student learning outcomes: Direct and indirect effects based on country-specific contingencies. Studies in Educational Evaluation, 73, 101144. https://doi.org/10.1016/j.stueduc.2022.101144
  • 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 possible solutions. Studies in Educational Evaluation, 71, 101092. https://doi.org/10.1016/j.stueduc.2021.101092
  • Panayiotou, A., Herbert, B., Sammons, P., & Kyriakides, L. (2021). Conceptualizing and exploring the quality of teaching using generic frameworks: A way forward. Studies in Educational Evaluation, 70, 101028. https://doi.org/10.1016/j.stueduc.2021.101028
  • Christoforidou, M., & Kyriakides, L. (2021). Developing teacher assessment skills: The impact of the dynamic approach to teacher professional development. Studies in Educational Evaluation, 70, https://doi.org/10.1016/j.stueduc.2021.101051
  • Kyriakides, L., Antoniou. P., & Dimosthenous, A. (2021). Does the duration of school interventions matter? The effectiveness and sustainability of using the dynamic approach to promote quality and equity, School Effectiveness and School Improvement, https://doi.org/10.1080/09243453.2021.1923534
  • 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. DOI: https://doi.org/10.1123/jtpe.2020-0010
  • Kyriakides, E., Tsangaridou, N., Charalambous, 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
  • 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: 1080/1743727X.2020.1795114
  • 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: 1080/09243453.2019.1672757.
  • 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
  • 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
  • Caro, D., & Kyriakides, L. (2019). Assessment design and quality of inferences in PISA: limitations and recommendations for improvement. Assessment in Education: Principles, Policy & Practice, 26(4), 363-368. DOI: 10.1080/0969594X.2019.1645990
  • 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
  • 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.
  • 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
  • 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.
  • 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.
  • 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.
  • Kyriakides, L., & Creemers, B.P.M. (2018). Investigating the quality and equity dimensions of educational effectiveness. Studies in Educational Evaluation, 57, 1-5.
  • 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.
  • 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.
  • 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.
  • 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.
    1. 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.
    2. 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.
    3. 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.
    4. 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.
    5. 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.
    6. Creemers, B., & Kyriakides, L. (2015). Process-Product Research: A Cornerstone in Educational Effectiveness Research. Journal Of Classroom Interaction, 50(2), 107-119.
    7. 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.
    8. 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.
    9. 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.
    10. 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.
    11. Kyriakides, L., Creemers, B.P.M., Papastylianou, D., & Papadatou-Pastou, M. (2014). Improving the School Learning Environment to Reduce Bullying: An Experimental Study. Scandinavian Journal of Educational Research, 58(4), 453-478.
    12. Muijs, R.D., Kyriakides, L., van der Werf, G., Creemers, B.P.M., Timperley, H., & Earl, L. (2014). State of the art-teacher effectiveness and professional learning.School Effectiveness and School Improvement, 25(2), 231-256.
    13. Panayiotou, A., Kyriakides, L., Creemers, B.P.M., McMahon, L., Vanlaar, G., Pfeifer, M., Rekalidou, G., & Bren, M. (2014). Teacher Behavior and Student Outcomes: Results of a European Study. Educational Assessment, Evaluation and Accountability, 26, 73–93.
    14. Kyriakides, L., Creemers, B.P.M., Panayiotou, A., Vanlaar, G., Pfeifer, M., Gašper, C., & McMahon, L. (2014). Using student ratings to measure quality of teaching in six European countries. European Journal of Teacher Education, 37(2), 125-143.
    15. Kyriakides, L., Creemers, B.P.M., Panayiotou, A., Vanlaar, G., Pfeifer, M., Gašper, C., & McMahon, L. (2014). Using student ratings to measure quality of teaching in six European countries. European Journal of Teacher Education, 37(2), 125-143.
    16. Christoforidou, M., Kyriakides, L., Antoniou, P., & Creemers, B.P.M. (2013). Searching for stages of teacher skills in assessment. Studies in Educational Evaluation, 40, 1-11.
    17. Kyriakides, L., Archambault, I., & Janosz, M. (2013). Searching for stages of effective teaching: a study testing the validity of the dynamic model in Canada. Journal of Classroom Interaction, 48(2), 11-24.
    18. 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.
    19. Kyriakides, L., & Creemers, B.P.M. (2013). Characteristics of Effective Schools in Facing and Reducing Bullying. School Psychology International, 34(3) 348–368.
    20. 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.
    21. 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.
    22. Demetriou, D., & Kyriakides, L. (2012). The impact of school self-evaluation upon student achievement: a group randomization study. Oxford Review of Education, 38(2), 149-170.
    23. Kyriakides, L., & Creemers, B.P.M. (2012). School policy on teaching and school learning environment: direct and indirect effects upon student outcome measures. Educational Research and Evaluation: An International Journal on Theory and Practice,18(5), 403-424.
    24. 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.
    25. Kyriakides, L., & Creemers, B.P.M. (2011). Can Schools Achieve Both Quality and Equity? Investigating the Two Dimensions of Educational Effectiveness. Journal of Education for Students Placed at Risk, 16(4), 237-254.
    26.  Antoniou, P., Kyriakides, L., & Creemers, B.P.M. (2011). Investigating the Effectiveness of a Dynamic Integrated Approach to Teacher Professional Development. Center for Educational Policy Studies Journal, 1(1), 13-42.
    27. 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.
    28. Creemers, B.P.M., & Kyriakides, L. (2010). School factors explaining achievement on cognitive and affective outcomes: Establishing a dynamic model of educational effectiveness. ScandinavianJournal of Educational Research, 54(1) 263-294.
    29. Creemers, B.P.M., & Kyriakides, L. (2010). Explaining stability and changes in school effectiveness by looking at changes in the functioning of school factors. School Effectivenessand School Improvement, 21(4), 409–427.
    30. 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.  
    31. 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.
    32. 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.
    33. Kyriakides, L., & Tsangaridou, N. (2008). Towards the development of generic and differentiated models of educational effectiveness: a study on school and teacher Effectiveness in Physical Education. British Educational Research Journal, 34(6), 807-838.
    34. 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.
    35. 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(4), 781-801.
    36. Demetriou, A., & Kyriakides, L. (2006). The functional and developmental organization of cognitive developmental sequences. British Journal of Educational Psychology, 76(2), 209-242.

    Συντάκτης Ειδικών Τευχών σε Διεθνή Περιοδικά με Σύστημα Κριτών

    • Kyriakides, L., & Creemers, B.P.M. (2018). Research on equity in education: Implications for school evaluation. Studies in Educational Evaluation, 57, 1-62.
    • Kyriakides, L., & Creemers, B.P.M. (2013). Identifying stages of effective teaching and assessment. Journal of Classroom Interaction, 48(2&3).
    • Kyriakides, L. (2006). International Studies on Educational Effectiveness. Educational Research and Evaluation,12(6).

    Πρόσφατα Κεφάλαια σε Βιβλία

    • Kyriakides L., Charalambous E., & Papadamou, T. (2023). International trends on teacher evaluation. In Tierney, R.J., Rizvi, F., Erkican, K. (Eds.), International Encyclopedia of Education (4th), (vol. 13, pp. 287-297). Elsevier. https://dx.doi.org/10.1016/B978-0-12-818630-5.09050-3
    • 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 Nilsen T., Stancel-Piątak A., Gustafsson JE. (Eds.), International Handbook of Comparative Large-Scale Studies in Education (pp. 253-276). Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-88178-8_13
    • Kyriakides, L., & Charalambous, E. (2021). Establishing Links Between Teacher Effectiveness Research and Research on Teacher Improvement: The Dynamic Model of Educational Effectiveness. In Grant, L. W., Stronge, J. H., & Xu, X. (Eds.), International Beliefs and Practices That Characterize Teacher Effectiveness (pp. 85-124). IGI Global. https://doi.org/10.4018/978-1-7998-7908-4.ch004
    • 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.
    • Kyriakides, L., & Creemers, B.P.M (2017). Searching for causality to develop and test theoretical models of educational effectiveness research. In M. Rosén, 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.
    • Thomas, S., Kyriakides, L., & Townsend, T. (2016). Educational effectiveness research in new, emerging and traditional contexts. In Chapman, D. Muijs, D. Reynolds, P. Sammons, & C. Teddlie (Eds.). The Routledge International Handbook of Educational Effectiveness and Improvement (pp. 220-245). London: Routledge.
    • 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.
    • 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.

    • 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.

    • 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.

    • 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.

    • Creemers, B.P.M., Kyriakides, L., & Antoniou, P. (2012). School Effectiveness and improvement: using a dynamic approach to improve quality in education. In M. Brundrett (Ed.), Principles of School Leadership (pp. 54-69). London: Sage.

    • Kyriakides, L. (2012). Advances in School Effectiveness Theory. In C. Chapman, P. Armstrong, A. Harris, D. Muijs, D. Reynolds, &P. Sammons (Eds.), School Effectiveness and Improvement Research, Policy and Practice: Challenging the orthodoxy? (pp. 44-57). London: Routledge.

    • Creemers, B.P.M., & Kyriakides, L. (2011). Using Educational Effectiveness Research to Improve the Quality of Teaching Practice. In C. Day (Ed.),The Routledge International Handbook of Teacher and School Development (pp. 389-399).London: Routledge.

    • Creemers, B.P.M., & Kyriakides, L. (2010). Validity of educational indicators. In P. Peterson, E. Baker, & B. McGaw (Eds), International Encyclopaedia of Education (pp. 193-199). Oxford: Elsevier.

    • Kyriakides, L., Creemers, B.P.M., Teddlie, C., & Muijs, D. (2010). The International System for Teacher Observation and Feedback: A Theoretical Framework for Developing International Instruments. In P. Peterson, E. Baker, & B. McGaw (Eds), International Encyclopaedia of Education (pp. 726-734). Oxford: Elsevier.