Stages of effective teaching: Searching for their impact on student learning outcomes in language

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-06-13 DOI:10.1016/j.stueduc.2025.101479

Leonidas Kyriakides, Vasiliki Polymeropoulou, Evi Charalambous

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Abstract

Drawing on the Dynamic Model of Educational Effectiveness (DMEE), this study searched for stages of effective teaching. Stage sampling procedure was used, and 21 Greek language teachers were selected. Grade 9 students (n = 735) of all classrooms (n = 57) taught by the teacher sample participated in this study. Student achievement in Greek language at the beginning and at the end of the school year was measured. External observations and student questionnaires were used to measure the teacher factors of the DMEE. Data analysis revealed five stages of effective teaching. Students of teachers who were found to belong to higher stages performed better than students of teachers at lower stages. Teachers’ performance in two factors of the DMEE (i.e., orientation and dealing with misbehaviour) were not consistent when they had to teach in different classrooms. Prior achievement (aggregated at the class level) explained this variation. Implications for research, policy and practice are drawn.

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有效教学的阶段：寻找它们对学生语言学习成果的影响

本研究借鉴教育效能动态模型（Dynamic Model of Educational Effectiveness， DMEE），寻找有效教学的阶段。采用阶段性抽样法，选取21名希腊语文教师。教师样本所教的所有班级（n = 57）的九年级学生（n = 735）参与了本研究。学生在学年开始和结束时的希腊语成绩进行了测量。采用外部观察法和学生问卷法对教师因素进行测量。数据分析揭示了有效教学的五个阶段。高阶段教师的学生表现优于低阶段教师的学生。当教师在不同的教室任教时，他们在DMEE的两个因素（即，定向和处理不当行为）上的表现并不一致。以前的成绩（在班级水平上的总和）解释了这种差异。得出了对研究、政策和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.