Creemers, B.P.M & Kyriakides, L. (2005). Establishing links between educational effectiveness research and improvement practices through the development of a dynamic model of educational effectiveness. Paper presented at the 86th Annual Meeting of the American Educational Research Association, Montreal, April.
Creemers, B.P.M., & Kyriakides, L. (2006). A critical analysis of the current approaches to
modelling educational effectiveness: the importance of establishing a dynamic model.
School Effectiveness and School Improvement, 17(3), 347-366.
Creemers, B.P.M., & Kyriakides, L. (2008). The dynamics of educational effectiveness: a
contribution to policy, practice and theory in contemporary schools. London:
Routledge.
Creemers, B. P. M. & Kyriakides, L. (2008). The dynamics of educational effectiveness: a contribution to policy, practice and theory in contemporary schools. London: Routledge.
Creemers, B. P. M. & Kyriakides, L. (2010). Using the Dynamic Model to Develop an Evidence-Based and Theory-Driven Approach to School Improvement. Irish Educational Studies, 29 (1), 5-23.
Creemers, B., Kyriakides, L., & P. Sammons, P. (2010), Methodological Advances in Educational Effectiveness Research., London: Routledge Taylor Francis.
Demetriou, A. (2004). Mind, intelligence and development: A cognitive, differential, and developmental theory of intelligence. In A. Demetriou & A. Raftopoulos, (Eds.), Cognitive developmental change: Models, methods, and measurement (pp. 21-73). Cambridge: Cambridge University Press.
Demetriou, A. & Kyriakides, L. (2006). The Functional and Developmental Organization of Cognitive Developmental Sequences. British Journal of Educational Psychology, 76, 209-242.
Demetriou, A., Spanoudis G., Mouyi, A. (2011). Educating the Developing Mind: Towards an Overarching Paradigm, Educational Psychology Review, 23: 601 – 663.
Goldstein, H. (2003). Multilevel statistical models (3rd ed.). London: Edward Arnold.
Gustafsson, J. E. (2010). Longitudinal designs, in Methodological Advances in Educational Effectiveness Research, Routledge.
Kaznowski, K. (2004) Slow Learners: Are Educators Leaving Them Behind? NASSP Bulletin, Vol.88 No 641, December.
Kyriakides, L., Campbell, R.J., & Gagatsis, A. (2000). The significance of the classroom
effect in primary schools: An application of Creemers’ comprehensive model of educational effectiveness. School Effectiveness and School Improvement, 11 (4), 501-529.
Shaw,S.R, (2008). An Educational Programming Framework for a Subset of Students With Diverse Learning Needs: Bordeline Intellectuaul Functionning. Intervention in School and Clinic, Journal, Vol.43, No.5, May 2008, PP. 291-299.
Shaw, S.R, (2010). Rescuing students from the slow learner trap. NASSP, Principal Leadership, February, 2010.
Shaw, S.R, Grimes, D. & Bulman, J. (2005). Educating slow learners: Are charter schools the last, best hope for their educational success? The Charter Schools Resource Journal, Vol. 1, n.1.