Charalambos Y Charalambous
Biographic Data
| ID | 2432860 |
|---|---|
| NAME | Charalambos Y Charalambous |
| GIVEN NAMES | Charalambos Y |
| FAMILY NAME | Charalambous |
| SIGNATURE | CHARALAMBOUS C Y |
| AFFILIATIONS | University of Cyprus |
| ORCID | 0000-0002-0051-6926 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 62 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Shifting from a deficit to an asset-based perspective for all teachers: Why is it necessary and what might it entail?
Do all students benefit equally from the supply and use of cognitively activating teaching? Introducing students’ cognitive processing skills into the equation
The metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis
This study investigated pre-service primary teachers' reading strategies using the Metacognitive Awareness of Reading Strategy Inventory (MARSI) in the Indonesian version. The participants were 4377 pre-service primary teachers in Indonesia. The data were collected via an online form, and the invitations were sent out randomly. The participants were divided into two studies: 2912 participants were in study 1, which used a 5-point Likert scale, an…
Preservice classroom teachers’ views and experiences of teaching physical education: Does taking a physical education specialization matter
Although in recent years there has been growing attention on how preservice classroom teachers (PCTs) learn to teach physical education (PE), it is still unclear if there are differences between PCTs who choose a PE specialization and those who do not. Investigating such differences could provide insights about the potential role of a PE specialization in PCTs’ learning. In this context, the purpose of this study was to explore the views and expe…
Synthesizing collaborative reflections on classroom observation frameworks and reflecting on the necessity of synthesized frameworks
An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks
In recent years, attention has been placed on dimensions of instructional quality. One critical element of this quality in preschool physical education (PE) is teachers’ ability to present content in a way that facilitates learning. This study aimed to describe the development of the content in PE in preschool. Participants in the study were 11 preschool teachers. Data were collected using systematic observations. Specifically, a modified version…
Experimenting with enablers and extenders to support ambitious teaching in mathematics: A video-club case study of student teachers during their field placement
Working more collaboratively to better understand teaching and its quality: Challenges faced and possible solutions
Investigating preservice classroom teachers’ practices and views about teaching physical education lessons: An exploratory case study
Focusing on preservice classroom teachers (PCTs) with a physical education (PE) specialization, this exploratory case study aimed at investigating the teaching quality in the lessons offered by these teachers during their field placement, as well as examining their views about teaching PE. Toward this end, seven volunteer female PCTs studying at a national university in Cyprus were recruited; all had attended three PE specialization courses befor…
Creating a forum for researching teaching and its quality more synergistically
Assessment of Nurse's Safe Behavior Towards Chemotherapy Management
INTRODUCTION: The management of chemotherapy in the hospital environment has been associated with increased risk of exposure to harmful factors. The use of the designated protective area and equipment during the preparation and the administration of chemotherapy is considered the gold standard of prevention. AIM: The aim of the study was to assess nurse's behavior in one public and one private hospital during the management of chemotherapy. METHO…
Classroom observation frameworks for studying instructional quality: Looking back and looking forward
Reconsidering the use of video clubs for student-teachers' learning during field placement: Lessons drawn from a longitudinal multiple case study
Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education
The vast majority of research in physical education (PE) has focused on teaching and teacher effectiveness. Despite the fact that this research strand is fast growing, what effective teaching is and how it contributes to student learning still remains an open issue. Aiming to contribute toward moving the research of effective teaching in the field of PE a step forward, in this paper, we conduct a review of studies on effective PE teaching in prim…
Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects
Investigating the Knowledge Needed for Teaching Mathematics: An Exploratory Validation Study Focusing on Teaching Practices
Central in the frameworks proposed to capture the knowledge needed for teaching mathematics is the assumption that teachers need more than pure subject-matter knowledge. Validation studies exploring this assumption by recruiting contrasting populations are relatively scarce. Drawing on a sample of 644 Greek-Cypriots preservice and inservice elementary school teachers and university students with strong mathematical background, this study explored…
Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers' perceptions
What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching
Developing a test for exploring student performance in a complex domain: Challenges faced, decisions made, and implications drawn
When Rater Reliability Is Not Enough: Teacher Observation Systems and a Case for the Generalizability Study
In recent years, interest has grown in using classroom observation as a means to several ends, including teacher development, teacher evaluation, and impact evaluation of classroom-based interventions. Although education practitioners and researchers have developed numerous observational instruments for these purposes, many developers fail to specify important criteria regarding instrument use. In this article, the authors argue that for classroo…
Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study
This study illuminates claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on teachers' mathematical knowledge for teaching (MKT), which includes both the mathematical knowledge that is common to individuals working in diverse professions and the mathematical knowledge that is specialized to teaching. We use a series of five case studies and associated quantitative…
Using educational effectiveness research to design international comparative studies: Turning limitations into new perspectives
This paper argues that Educational Effectiveness Research (EER) could be a foundation upon which studies of the International Association of the Evaluation of Education (IEA) could be based, both in terms of their design and in terms of data analysis. First, it is supported that multilevel modelling techniques, some of the most frequently used statistical techniques in the domain of EER, offer a wider spectrum in analysing IEA data. An illustrati…
When Rater Reliability Is Not Enough: Teacher Observation Systems and a Case for the Generalizability Study
In recent years, interest has grown in using classroom observation as a means to several ends, including teacher development, teacher evaluation, and impact evaluation of classroom-based interventions. Although education practitioners and researchers have developed numerous observational instruments for these purposes, many developers fail to specify important criteria regarding instrument use. In this article, the authors argue that for classroo…
What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching
Investigating preservice classroom teachers’ practices and views about teaching physical education lessons: An exploratory case study
Focusing on preservice classroom teachers (PCTs) with a physical education (PE) specialization, this exploratory case study aimed at investigating the teaching quality in the lessons offered by these teachers during their field placement, as well as examining their views about teaching PE. Toward this end, seven volunteer female PCTs studying at a national university in Cyprus were recruited; all had attended three PE specialization courses befor…
Reconsidering the use of video clubs for student-teachers' learning during field placement: Lessons drawn from a longitudinal multiple case study
Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers' perceptions
An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks
In recent years, attention has been placed on dimensions of instructional quality. One critical element of this quality in preschool physical education (PE) is teachers’ ability to present content in a way that facilitates learning. This study aimed to describe the development of the content in PE in preschool. Participants in the study were 11 preschool teachers. Data were collected using systematic observations. Specifically, a modified version…
Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects
Investigating the Knowledge Needed for Teaching Mathematics: An Exploratory Validation Study Focusing on Teaching Practices
Central in the frameworks proposed to capture the knowledge needed for teaching mathematics is the assumption that teachers need more than pure subject-matter knowledge. Validation studies exploring this assumption by recruiting contrasting populations are relatively scarce. Drawing on a sample of 644 Greek-Cypriots preservice and inservice elementary school teachers and university students with strong mathematical background, this study explored…
Using educational effectiveness research to design international comparative studies: Turning limitations into new perspectives
This paper argues that Educational Effectiveness Research (EER) could be a foundation upon which studies of the International Association of the Evaluation of Education (IEA) could be based, both in terms of their design and in terms of data analysis. First, it is supported that multilevel modelling techniques, some of the most frequently used statistical techniques in the domain of EER, offer a wider spectrum in analysing IEA data. An illustrati…
Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study
This study illuminates claims that teachers' mathematical knowledge plays an important role in their teaching of this subject matter. In particular, we focus on teachers' mathematical knowledge for teaching (MKT), which includes both the mathematical knowledge that is common to individuals working in diverse professions and the mathematical knowledge that is specialized to teaching. We use a series of five case studies and associated quantitative…
Developing a test for exploring student performance in a complex domain: Challenges faced, decisions made, and implications drawn
When Rater Reliability Is Not Enough: Teacher Observation Systems and a Case for the Generalizability Study
In recent years, interest has grown in using classroom observation as a means to several ends, including teacher development, teacher evaluation, and impact evaluation of classroom-based interventions. Although education practitioners and researchers have developed numerous observational instruments for these purposes, many developers fail to specify important criteria regarding instrument use. In this article, the authors argue that for classroo…
What matters for student learning outcomes: A meta-analysis of studies exploring factors of effective teaching
Using generic and content-specific teaching practices in teacher evaluation: An exploratory study of teachers' perceptions
Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects
Investigating the Knowledge Needed for Teaching Mathematics: An Exploratory Validation Study Focusing on Teaching Practices
Central in the frameworks proposed to capture the knowledge needed for teaching mathematics is the assumption that teachers need more than pure subject-matter knowledge. Validation studies exploring this assumption by recruiting contrasting populations are relatively scarce. Drawing on a sample of 644 Greek-Cypriots preservice and inservice elementary school teachers and university students with strong mathematical background, this study explored…
Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education
The vast majority of research in physical education (PE) has focused on teaching and teacher effectiveness. Despite the fact that this research strand is fast growing, what effective teaching is and how it contributes to student learning still remains an open issue. Aiming to contribute toward moving the research of effective teaching in the field of PE a step forward, in this paper, we conduct a review of studies on effective PE teaching in prim…
Classroom observation frameworks for studying instructional quality: Looking back and looking forward
Reconsidering the use of video clubs for student-teachers' learning during field placement: Lessons drawn from a longitudinal multiple case study
Assessment of Nurse's Safe Behavior Towards Chemotherapy Management
INTRODUCTION: The management of chemotherapy in the hospital environment has been associated with increased risk of exposure to harmful factors. The use of the designated protective area and equipment during the preparation and the administration of chemotherapy is considered the gold standard of prevention. AIM: The aim of the study was to assess nurse's behavior in one public and one private hospital during the management of chemotherapy. METHO…
Creating a forum for researching teaching and its quality more synergistically
Working more collaboratively to better understand teaching and its quality: Challenges faced and possible solutions
Investigating preservice classroom teachers’ practices and views about teaching physical education lessons: An exploratory case study
Focusing on preservice classroom teachers (PCTs) with a physical education (PE) specialization, this exploratory case study aimed at investigating the teaching quality in the lessons offered by these teachers during their field placement, as well as examining their views about teaching PE. Toward this end, seven volunteer female PCTs studying at a national university in Cyprus were recruited; all had attended three PE specialization courses befor…
Synthesizing collaborative reflections on classroom observation frameworks and reflecting on the necessity of synthesized frameworks
An analysis of content development in physical education: Preschool teachers’ selection of instructional tasks
In recent years, attention has been placed on dimensions of instructional quality. One critical element of this quality in preschool physical education (PE) is teachers’ ability to present content in a way that facilitates learning. This study aimed to describe the development of the content in PE in preschool. Participants in the study were 11 preschool teachers. Data were collected using systematic observations. Specifically, a modified version…
Experimenting with enablers and extenders to support ambitious teaching in mathematics: A video-club case study of student teachers during their field placement
Preservice classroom teachers’ views and experiences of teaching physical education: Does taking a physical education specialization matter
Although in recent years there has been growing attention on how preservice classroom teachers (PCTs) learn to teach physical education (PE), it is still unclear if there are differences between PCTs who choose a PE specialization and those who do not. Investigating such differences could provide insights about the potential role of a PE specialization in PCTs’ learning. In this context, the purpose of this study was to explore the views and expe…
The metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis
This study investigated pre-service primary teachers' reading strategies using the Metacognitive Awareness of Reading Strategy Inventory (MARSI) in the Indonesian version. The participants were 4377 pre-service primary teachers in Indonesia. The data were collected via an online form, and the invitations were sent out randomly. The participants were divided into two studies: 2912 participants were in study 1, which used a 5-point Likert scale, an…
Do all students benefit equally from the supply and use of cognitively activating teaching? Introducing students’ cognitive processing skills into the equation
Shifting from a deficit to an asset-based perspective for all teachers: Why is it necessary and what might it entail?
Mathematics education (18 works) · Psychology (18 works) · Computer Science (12 works) · Pedagogy (11 works) · Mathematics (8 works) · Sociology (8 works) · Teacher Education and Leadership Studies (8 works) · Mathematics Education and Teaching Techniques (7 works) · Teaching method (7 works) · Epistemology (6 works)