Search results for author:"Charalambos Y Charalambous"
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Elementary School Journal Vol. 110, No. 3 (March 2010) pp. 247–278
Although teachers' knowledge is thought to contribute to the selection and implementation of mathematical tasks, empirical evidence supporting this claim is scarce. To investigate this relationship and understand its nature, this exploratory study...
What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 36, No. 1 (November 2013) pp. 143–152
Meta-analysis comprises a powerful tool for synthesizing prior research and empirically validating theoretical frameworks. Using this tool and the dynamic model of educational effectiveness as a guiding framework, in this paper we present a meta...
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: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 49–61
Although video clubs have been used to support (student) teachers' learning through reflection upon practice, less attention has been paid to their potential use for supporting changes in participants' practice over a period of time. Prior work has...
Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects?
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 57, No. 1 (July 2016) pp. 125–138
Given mixed findings on the association between teacher knowledge and student learning, in this study, we revert to Shulman's framework to reconsider this association by exploring both linear and curvilinear effects. Toward this end, we analyzed...
Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers' perceptions
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 41, No. 1 (July 2014) pp. 22–33
Generic and content-specific teaching practices have largely been employed in parallel in teacher evaluation and classroom observation systems. Giving voice to teachers, we examine whether both types of practices are endorsed by teachers as criteria ...
Leonidas Kyriakides; Bert P.M. Creemers; Panayiotis Antoniou; Demetris Demetriou; Charalambos Y. Charalambous
Learning and Instruction Vol. 36, No. 1 (April 2015) pp. 113–124
This paper proposes a theoretical framework on how school policy can promote student learning. School policy is considered to have an indirect effect on student achievement by changing school stakeholders' actions toward improving the School...