Panayiotis Antoniou
Biographic Data
| ID | 3428734 |
|---|---|
| NAME | Panayiotis Antoniou |
| GIVEN NAMES | Panayiotis |
| FAMILY NAME | Antoniou |
| SIGNATURE | ANTONIOU P |
| AFFILIATIONS | University of Cyprus |
| ORCID | 0000-0001-6206-4454 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 37 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Stage-based professional development needs of canadian high school teachers
Understanding teacher professional development needs in Taiwan
Searching for differential effects of the dynamic approach to teacher professional development
The Dynamic Approach (DA) to Teacher Professional Development (TPD) stresses the importance of identifying specific needs and improvement priorities for each teacher. A framework measuring teacher assessment skills was used and teachers were classified into three stages. The skills identified at each stage were used to make decisions in relation to the focus and content of the TPD course. A study in four European countries (i.e. Belgium, Cyprus, …
How and under Which Conditions Can We Best Combine Research on School Effectiveness with Research on School Improvement? Establishing Connections Using the Dynamic Approach to School Improvement
This paper aims to discuss how and under which conditions can we best combine research on School Effectiveness with research on School Improvement by utilizing the Dynamic Approach (DA) to School Improvement. We firstly elaborate on the difficulties that exist in trying to merge results from research on School Effectiveness with research on School Improvement. Then, we discuss the need and potential benefit from merging the two research strands, …
Teacher job satisfaction in Taiwan
Purpose This paper aims to describe the findings of a study investigating the relationships between teacher attitudes to teaching mathematics, teacher self-efficacy, student achievement and teacher job satisfaction in Taiwan. Design/methodology/approach Data were collected from 110 fifth grade primary school teachers and their students ( n = 2,334) between 10 and 10 years old. A teacher questionnaire and a criterion-reference test in mathematics …
Promoting quality and equity
School self-evaluation for school improvement
Research evidence suggests school self-evaluation with the participation of school stakeholders could improve teaching and learning. Identification and use of appropriate self-evaluation frameworks, however, is not an easy task for schools. Such a framework, the LEAD School Effectiveness Surveys, has been developed by Independent Schools Victoria in Australia. The LEAD suite of school stakeholder surveys enables schools to evaluate their overall …
Searching for stages of teacher's skills in assessment
A Dynamic Integrated Approach to teacher professional development
A synthesis of studies searching for school factors
This paper reports the results of a meta‐analysis in which the dynamic model of educational effectiveness is used as a framework to search for school factors associated with student achievement. The methods and results of a synthesis of 67 studies are presented. Findings reveal that effective schools are able to develop policies and take actions in order to improve their teaching practice and learning environment. Factors excluded from the dynami…
Teacher behaviour and student outcomes
Teacher behaviour and student outcomes
A Dynamic Integrated Approach to teacher professional development
A synthesis of studies searching for school factors
This paper reports the results of a meta‐analysis in which the dynamic model of educational effectiveness is used as a framework to search for school factors associated with student achievement. The methods and results of a synthesis of 67 studies are presented. Findings reveal that effective schools are able to develop policies and take actions in order to improve their teaching practice and learning environment. Factors excluded from the dynami…
Teacher behaviour and student outcomes
A synthesis of studies searching for school factors
This paper reports the results of a meta‐analysis in which the dynamic model of educational effectiveness is used as a framework to search for school factors associated with student achievement. The methods and results of a synthesis of 67 studies are presented. Findings reveal that effective schools are able to develop policies and take actions in order to improve their teaching practice and learning environment. Factors excluded from the dynami…
A Dynamic Integrated Approach to teacher professional development
Searching for stages of teacher's skills in assessment
School self-evaluation for school improvement
Research evidence suggests school self-evaluation with the participation of school stakeholders could improve teaching and learning. Identification and use of appropriate self-evaluation frameworks, however, is not an easy task for schools. Such a framework, the LEAD School Effectiveness Surveys, has been developed by Independent Schools Victoria in Australia. The LEAD suite of school stakeholder surveys enables schools to evaluate their overall …
Promoting quality and equity
Teacher job satisfaction in Taiwan
Purpose This paper aims to describe the findings of a study investigating the relationships between teacher attitudes to teaching mathematics, teacher self-efficacy, student achievement and teacher job satisfaction in Taiwan. Design/methodology/approach Data were collected from 110 fifth grade primary school teachers and their students ( n = 2,334) between 10 and 10 years old. A teacher questionnaire and a criterion-reference test in mathematics …
How and under Which Conditions Can We Best Combine Research on School Effectiveness with Research on School Improvement? Establishing Connections Using the Dynamic Approach to School Improvement
This paper aims to discuss how and under which conditions can we best combine research on School Effectiveness with research on School Improvement by utilizing the Dynamic Approach (DA) to School Improvement. We firstly elaborate on the difficulties that exist in trying to merge results from research on School Effectiveness with research on School Improvement. Then, we discuss the need and potential benefit from merging the two research strands, …
Searching for differential effects of the dynamic approach to teacher professional development
The Dynamic Approach (DA) to Teacher Professional Development (TPD) stresses the importance of identifying specific needs and improvement priorities for each teacher. A framework measuring teacher assessment skills was used and teachers were classified into three stages. The skills identified at each stage were used to make decisions in relation to the focus and content of the TPD course. A study in four European countries (i.e. Belgium, Cyprus, …
Stage-based professional development needs of canadian high school teachers
Understanding teacher professional development needs in Taiwan
Mathematics education (10 works) · Psychology (10 works) · Pedagogy (8 works) · Teacher Education and Leadership Studies (8 works) · Educational Assessment and Improvement (5 works) · Professional development (5 works) · Computer Science (3 works) · Medical education (3 works) · Medicine (3 works) · Parental Involvement in Education (3 works)