ABSTRACT
Part III of the book will provide some supportive material for the validity of the proposed dynamic model. Our attempt to do this is due to the fact that many theories die not because of any demonstrated lack of merit but because even their creators fail to provide any evidence at all that supports even some of the ideas forming part of their theory (see also Snow, 1973). Thus, Chapter 8 will illustrate the results of the first phase of a study conducted in Cyprus in order to test the validity of the dynamic model at the classroom level. This study aims to find out whether the dynamic model can be tested empirically. Specifically, we examine the validity of the proposed measurement framework. In the previous chapters it was made explicit that one of the main differences of the dynamic model from all the existing theoretical models is concerned with its attempt to show that effectiveness factors are multidimensional constructs and can be measured in relation to specific dimensions. Therefore, it is important to identify whether the proposed factors are multidimensional constructs and if the five dimensions can be used to measure each one. But beyond examining whether the factors can be measured in relation to the five dimensions, the added value of using these five dimensions of the effectiveness factors to explain variation in student achievement should be identified. Not only should the construct validity of the measurement framework be demonstrated, but also its significance for, and relevance to, the field of EER should be investigated. This study can be considered to be the first attempt to show that each dimension of the factors included in the model is associated with student achievement. Moreover, the extent to which it is possible to identify non-linear relations between factors of the model and student achievement is investigated. The importance of searching for non-linear relations is attributed to the fact that the model places emphasis on the identification of such relations, and this was seen as one of the significant features of the dynamic model. Finally, in the first two parts of the book a distinction was made between generic and differentiated models. It was claimed that the dynamic model can be considered a generic model of educational effectiveness. This assumption is tested through the study reported in this chapter, since the effects of effectiveness factors upon four different outcomes of schooling (both cognitive and affective) are examined.
