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Books
  1. Kyriakides, L., Creemers, B.P.M., Panayiotou, A., & Charalambous, E. (2021). Quality and Equity in Education: Revisiting Theory and Research on Educational Effectiveness and Improvement. London and New York: Routledge.
  2. Kyriakides, L., Creemers, B.P.M., & Charalambous, E. (2018). Equity and Quality Dimensions in Educational Effectiveness. Dordrecht, the Netherlands: Springer. 
  3. Creemers, B.P.M., Kyriakides, L., & Antoniou, P. (2013). Teacher professional development for improving quality of teaching. Dordrecht, the Netherlands: Springer. 
  4. Creemers, B.P.M., & Kyriakides, L. (2012). Improving Quality in Education: Dynamic Approaches to School Improvement. London and New York: Routledge.
  5. Creemers, B.P.M., Kyriakides, L., & Sammons, P. (2010). Methodological Advances in Educational Effectiveness Research. London and New York: Routledge.
  6. 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.
  7. Campbell, R.J., Kyriakides, L., Muijs, R.D., & Robinson, W. (2004). Assessing teacher effectiveness: a differentiated model. London: RoutledgeFalmer.

Articles in International Journals 

  1. 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: 10.1080/1743727X.2020.1795114
  2. Kyriakides, E., Tsangaridou, N., Charalambous, C.Y., & 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. Advance online publication. 10.1123/jtpe.2019-0162.
  3. 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: 10.1080/09243453.2019.1672757.
  4. 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
  5.  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
  6.  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
  7.  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.
  8.  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
  9.  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.
  10.  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.
  11.  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.
  12.  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.
  13. Kyriakides, L., & Creemers, B.P.M. (2018). Investigating the quality and equity dimensions of educational effectiveness. Studies in Educational Evaluation, 57, 1-5.
  14. 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.
  15. 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.
  16. 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.
  17. 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.
  18. 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.
  19. 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.
  20. 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.
  21. 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.
  22. 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.
  23. Creemers, B., & Kyriakides, L. (2015). Process-Product Research: A Cornerstone in Educational Effectiveness Research. Journal Of Classroom Interaction, 50(2), 107-119.
  24. 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.
  25. 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.
  26. 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.
  27. 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.
  28. 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.
  29. 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
  30. 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
  31. 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.
  32. 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
  33. 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
  34. 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.
  35. 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
  36. 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
  37. 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
  38. 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
  39. Menon Eliophotou, M., Argyropoulou, E., & Stylianou, A. (2018). Managing the link between higher education and the labour market: Perceptions of graduates in Greece and Cyprus. Tertiary Education and Management, 24(4), 298-310.
  40. Ioannou, A., & Menon Eliophotou M. (2016). The link between transformational leadership and teachers’ job satisfaction, commitment, motivation to learn, and trust in the leader. Academy of Educational Leadership Journal, 20(3), 12-22.
  41. Menon Eliophotou, M. (2014). The relationship between transformational leadership, perceived leader effectiveness and teacher job satisfaction. Journal of Educational Administration, 52(4), 509-528.
  42. Menon Eliophotou, M. (2012). Do beginning teachers receive adequate support from their headteachers? Educational Management, Administration and Leadership, 40(2), 217-231.
  43. Hasanov, Z, Antoniou, P., & Suleymanov, E. (2020). The Impact of Behavioural, Cognitive, and Emotional Dimensions of Student Engagement on Student Learning: The Case of Azerbaijani Higher Education Institutions. International Journal of Knowledge and Learning.
  44. Antoniou, P. & Griaznova Y. (2018). Promoting quality and equity: An exploratory case study of a primary school in England exploring barriers and facilitators in implementing the Dynamic Approach to school improvement. Studies in Educational Evaluation. DOI: 10.1016/j.stueduc.2017.03.002
  45. Antoniou, P. & Mohan, L. (2017). Evaluating the measuring properties of the Principal Instructional Management Rating Scale in the Chinese Educational System: Implications for measuring school leadership. Educational Management, Administration and Leadership. DOI: 10.1177/1741143217700282
  46. Antoniou, P., Louw, J., & Gronn, P. (2016). School Self-Evaluation for School Improvement. Examining the Measuring Properties of the LEAD Surveys.Australian Journal of Education. 60 (3), 191-210. DOI: 10.1177/0004944116667310
  47. Kyriakides, L., Creemers, B. P., Antoniou, P., Demetriou, D., & Charalambous, C. Y. (2015). The impact of school policy and stakeholders' actions on student learning: A longitudinal study. Learning and Instruction. 36, 113-124.
  48. Antoniou, P. & James, M. (2014). Exploring formative assessment in Primary School Classrooms: Developing a Framework of Actions and Strategies. Educational Assessment, Evaluation and Accountability. 26 (2), 153-176.
  49. Christoforidou, M., Kyriakides, L., Antoniou, P. & Creemers B.P.M. (2014) Searching for Stages of Teacher’s Skills in Assessment, Studies in Educational Evaluation. 40 (1), 1-11.
  50. Antoniou, P. (2013). A longitudinal study investigating relations between stages of effective teaching, teaching experience and teacher professional development approaches. Journal of Classroom Interaction, 48 (2), 25-40. 
  51. 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.
  52. Antoniou, P. (2013). Development of Research on School Leadership Through Evidence-based and Theory-Driven Approaches: A Review of School Leadership Effects Revisited. School Effectiveness and School Improvement, 24 (1), 122-128.
  53. 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.
  54. Antoniou, P. (2012). The Short- and Long- term Effects of Secondary Schools upon Students’ Academic Success and Development. Educational Research and Evaluation, 18 (7), 621 -640. 
  55. 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. 
  56. Antoniou, P. & Kyriakides, L. (2011). Evidence-based and Theory Driven Teacher Training and Professional Development: Investigating the Effectiveness of Different Approaches to Teacher Professional Development on teacher instruction, teacher perceptions and student academic achievement. Centre for Educational Policy Studies Journal (CEPS),1 (1), 13- 42. 
  57. Kyriakides, L., Creemers, B.P.M., 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.
  58. Antoniou, P. (2011). Development and Evaluation of teacher professional development programs for the improvement of teaching skills and student achievement gains. Cyprus Educational Administration Society (CEAS) Journal
  59. 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.

Special Issues 

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

Chapters Published in Books 

  1. 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.
  2. Kyriakides, L., & Creemers, B.P.M (2017). Searching for causality to develop and test theoretical models of educational effectiveness research. In M. Rosén, K. 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.
  3. Thomas, S., Kyriakides, L., & Townsend, T. (2016). Educational effectiveness research in new, emerging and traditional contexts. In C. Chapman, D. Muijs, D. Reynolds, P. Sammons, & C. Teddlie (Eds.). The Routledge International Handbook of Educational Effectiveness and Improvement (pp. 220-245). London: Routledge.
  4. 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.
  5. 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.
  6.  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.
  7.  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.
  8. Antoniou, P. (2017). Characteristics of Effective Teacher Training and Professional Development Programmes. In Norton, P. (Eds) Professional Development: Recent Advances and Future Directions., New York, USA. Nova Science Publishers. ISBN: 978-1-63485-126-8.
  9. Kythreotis, A. & Antoniou, P. (2014). Exploring the impact of school leadership on student learning outcomes: Constraints and perspectives. In Pashiardis, P. & Beycioglu, K. (Eds) Multidimensional Perspectives on Principal Leadership Effectiveness, IGI Global, Hershey, USA.
  10. Antoniou, P., Creemers, B.P.M., & Kyriakides, L. (2009). Integrating Research on Teacher Education and Educational Effectiveness: Using the Dynamic Model for Teacher Professional Development. In Myint Swe Khine & Issa M Saleh., Transformative Leadership and Educational Excellence: Learning Organizations in the Information Age. Sense Publishers: Rotterdam, the Netherlands.