ABSTRACT
The Dynamic model of educational effectiveness is a comprehensive theoretical framework including factors that are of importance when it comes to school learning, based on the most consistent research findings in educational effectiveness research. The Dynamic model distinguishes four hierarchical levels: the student, the class, the school, and the system. Each level is associated with factors referring to characteristics or practices that have proved to be effective elements of education (Creemers & Kyriakides, 2006). The Dynamic model has been tested by its developers in numerous studies in different countries and settings (Creemers & Kyriakides, 2009; Kyriakides, 2005, 2007, 2008; Kyriakides & Creemers, 2008, 2009). However, whether these educational practices are effective to the same extent for all types of student groups, and in different educational systems, has not yet sufficiently been investigated. In this study we aim at testing the Dynamic model of educational effectiveness, with a special focus on the differential effects of teacher factors for low- and high-achieving classes. To that end, we use a rich longitudinal database, collected in 571 classes in 334 schools in six European countries.
