Page 133 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 133
ever, this model foregoes the impact of those contexts of a teacher’s life
that are connected to teaching. It has therefore been decided to include them
in an upgraded version of the model.1 The focus here will be on factors at the
level of the student and teacher, as this is where the impact of changes on ac-
tions can be directly measured. Based on the studied contexts, it is the various
types and levels of activities by teachers within a classroom that can be under-
stood as one of the key factors in changing student (perceived) achievement.
Teaching e ectiveness /
student achievement
Student-level Classroom-/teacher- School-level System-level
factors level factors factors factors
- Orientation - Knowledge about the 133
- Structuring subject
- Modelling - Goal orientation - Teaching competencies
- Application - Time management - Subjective perceptions
- Questioning - Classroom as a - Expectations
- Assessment learning environment
Competencies Socioeconomic status Expectations
Perseverance Ethnicity Subject motivation
Learning time Gender Thinking style
Opportunity to learn Personality traits Actions
Figure 8: Dynamic model of educational effectiveness (upgrade of the
Creemers and Kyriakides model)
Source: Creemers and Kyriakides, 2013
It is thus necessary to think about understanding and altering teachers’
activities while teaching, and about aspects related to that. Figure 8 clearly
shows various factors that can be changed, both at the level of student and
teacher. A teacher, as the person who is directly involved in the education pro-
cess as a responsible expert, is the“segment”that must be used in changing in-
dividual aspects of factors. Changes can only be carried out if teachers active-
ly participate in their professional development.
1 At a classroom/teacher level, the model is upgraded with the following factors: knowledge about
the subject, teaching competencies, subjective perceptions, expectations and actions (author’s
note).
contextualising teaching (in)effectiveness and student (under)achievement
that are connected to teaching. It has therefore been decided to include them
in an upgraded version of the model.1 The focus here will be on factors at the
level of the student and teacher, as this is where the impact of changes on ac-
tions can be directly measured. Based on the studied contexts, it is the various
types and levels of activities by teachers within a classroom that can be under-
stood as one of the key factors in changing student (perceived) achievement.
Teaching e ectiveness /
student achievement
Student-level Classroom-/teacher- School-level System-level
factors level factors factors factors
- Orientation - Knowledge about the 133
- Structuring subject
- Modelling - Goal orientation - Teaching competencies
- Application - Time management - Subjective perceptions
- Questioning - Classroom as a - Expectations
- Assessment learning environment
Competencies Socioeconomic status Expectations
Perseverance Ethnicity Subject motivation
Learning time Gender Thinking style
Opportunity to learn Personality traits Actions
Figure 8: Dynamic model of educational effectiveness (upgrade of the
Creemers and Kyriakides model)
Source: Creemers and Kyriakides, 2013
It is thus necessary to think about understanding and altering teachers’
activities while teaching, and about aspects related to that. Figure 8 clearly
shows various factors that can be changed, both at the level of student and
teacher. A teacher, as the person who is directly involved in the education pro-
cess as a responsible expert, is the“segment”that must be used in changing in-
dividual aspects of factors. Changes can only be carried out if teachers active-
ly participate in their professional development.
1 At a classroom/teacher level, the model is upgraded with the following factors: knowledge about
the subject, teaching competencies, subjective perceptions, expectations and actions (author’s
note).
contextualising teaching (in)effectiveness and student (under)achievement
