Summary:
This thesis is an attempt to establish the validity of the dynamic model of
educational effectiveness in Algebra teaching in Secondary education.
Specifically the impact of the eight teacher effectiveness factors of the
dynamic model on student achievement in Algebra was investigated: orientation,
structuring, application, questioning, modelling, assessment, management of
time, and classroom as a learning environment. Five dimensions included in the
dynamic model were taken into account for measuring these factors: frequency,
focus, stage, quality and differentiation. In addition, criterion-reference
tests in Algebra were administered to students in order to measure their
knowledge of, and skills in Algebra. Further, multi-level models were used to
measure the impact of each of the teacher effectiveness factors on student
achievement in Algebra. As a result, these factors cannot only explain
variation in student outcomes in Pre-Primary and Primary education – as
indicated in many studies contacted in different countries – but they can also
explain variation in student outcomes in Secondary education.
Therefore, national/state policy-makers should develop a policy on teacher
professional development and offer support to their teachers in order to
promote their teaching skills to have better student outcomes.
Keywords:
Algebra, Dynamic model of educational effectiveness, Teacher effectiveness factors, Multilevel models, Educational policy
