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., & 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

• Kyriakides, L., & Creemers, B.P.M. (in press). Investigating the quality and equity dimensions of educational effectiveness. Studies in Educational Evaluation. doi: https://doi.org/10.1016/j.stueduc.2017.12.005
• Charalambous, E., Kyriakides, L., & Creemers, B.P.M. (in press). Promoting quality and equity in socially disadvantaged schools: A group-randomisation study. Studies in Educational Evaluation. doi: http://dx.doi.org/10.1016/j.stueduc.2016.06.001
• 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. (2017). The impact of national educational policies on student achievement: a European study. School Effectiveness and School Improvement. DOI: 10.1080/09243453.2017.1398761
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• Creemers, B., & Kyriakides, L. (2015). Process-Product Research: A Cornerstone in Educational Effectiveness Research. Journal Of Classroom Interaction, 50(2), 107-119.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• Kyriakides, L., & Creemers, B.P.M. (2013). Characteristics of Effective Schools in Facing and Reducing Bullying. School Psychology International, 34(3) 348–368.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
•  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.
• 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. ScandinavianJournal of Educational Research, 54(1) 263-294.
• 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.
• 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., & 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. (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., & 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.
• 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.
• 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.
• Demetriou, A., & Kyriakides, L. (2006). The functional and developmental organization of cognitive developmental sequences. British Journal of Educational Psychology, 76(2), 209-242.

Πρόσφατα Κεφάλαια σε Βιβλία

• 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.