09 SES 04 B, Analyzing and Discussing the Dynamic School Effectiveness Model
This study aims to examine for the first time if classroom level factors presented in the dynamic model have any effect on slow learner students achievements results. In addition, the study investigates which of the eight teacher factors have a bigger impact on slow learner students’ outcomes.
Literature references report a specific undiagnosed and non-mental problem student population, slow learners, with serious difficulties to follow mainstream class learning pace and with a high risk of drop out. Therefore, the first phase of the study aims to investigate slow learners definition characteristics, identification procedure, drawn from both psychology and educational research field, and establish a learning profile of these students. Secondly, this study examines the generic nature of classroom level factors of the dynamic model, tested for the first time in relation to slow learners.
Research hypothesis of the study is based on the attempted to relate learning characteristics of this student population with classroom level factors. Thus, it is assumed that some classroom level factors and their measurements dimensions in the dynamic model of educational effectiveness may have a greater impact on slow learners’ achievements since these factors correspond to the five main learning characteristics of slow learners identified in the literature with a cognitive perspective. These teacher level factors are: orientation, structuring, teaching modeling, and application.
The study aims to answer the following research questions:
1. Does classroom level factors included in the dynamic model of effectiveness have any impact on slow learner students’ achievements;
2. Which of the classroom level factors, if any, explains variation of achievement outcomes of slow learners?
3. Are there any teacher factors which have differential effects on slow learning students’ outcomes?
4. Which of the five dimensions, if any, needs to be taken into account in order to measure the effect of each factor?
Contribution to the theory of Educational Effectiveness Research lies mainly to test teacher factors of the dynamic model, in nature generic, whether they have an impact on slow learners´ achievements and furthermore, to contribute to the research field of effectiveness with evidence related to slow learners students’ achievements.
Significance of this research lies on the fact that the data collected as well as the results will concern a population of students in high risk of drop out and in a continuous school failure. Although slow learners are considered as a high risk of drop out and school failure group of students, theory based interventions and approaches as well as educational policies, remain to be established in different educational systems. This specific group of students has been mainly ignored in educational settings and is still over-looked by the teachers. Therefore, attempts to connect teaching slow learners to increased learning gains as well as teachers’ effectiveness can be recognized.
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.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.